Daily Papers

On-policy distillation (OPD) has become a promising paradigm for reasoning-oriented post-training of large language models (LLMs), especially when combined with reinforcement learning from verifiable rewards (RLVR). Existing OPD methods rely on reverse KL (RKL)-based teacher supervision over trajectories sampled from the student policy. However, we identify a critical limitation: under large teacher--student policy divergence, RL-driven exploration often produces trajectories outside the teacher distribution, resulting in uninformative negative feedback. To address this, we propose Teacher-Guided Policy Optimization (TGPO), an on-policy reasoning distillation method that remains effective under large policy divergence settings. Rather than relying solely on evaluative supervision, TGPO uses teacher to directly guide token level generation conditioning on student-generated contexts; together with RLVR-style trajectory level rewards, TGPO steers exploration toward improved continuations. Experiments on reasoning benchmarks show that TGPO consistently outperforms existing RKL-based OPD methods and remains robust across different teacher models.

Recent advances in knowledge distillation (KD) have enabled smaller student models to approach the performance of larger teacher models. However, popular methods such as supervised KD and on-policy KD, are adversely impacted by the knowledge gaps between teacher-student in practical scenarios. Supervised KD suffers from a distribution mismatch between training with a static dataset and inference over final student-generated outputs. Conversely, on-policy KD, which uses student-generated samples for training, can suffer from low-quality training examples with which teacher models are not familiar, resulting in inaccurate teacher feedback. To address these limitations, we introduce Speculative Knowledge Distillation (SKD), a novel approach that leverages cooperation between student and teacher models to generate high-quality training data on-the-fly while aligning with the student's inference-time distribution. In SKD, the student proposes tokens, and the teacher replaces poorly ranked ones based on its own distribution, transferring high-quality knowledge adaptively. We evaluate SKD on various text generation tasks, including translation, summarization, math, and instruction following, and show that SKD consistently outperforms existing KD methods across different domains, data sizes, and model initialization strategies.

This paper investigates the integration of the Learning Using Privileged Information (LUPI) paradigm in object detection to exploit fine-grained, descriptive information available during training but not at inference. We introduce a general, model-agnostic methodology for injecting privileged information-such as bounding box masks, saliency maps, and depth cues-into deep learning-based object detectors through a teacher-student architecture. Experiments are conducted across five state-of-the-art object detection models and multiple public benchmarks, including UAV-based litter detection datasets and Pascal VOC 2012, to assess the impact on accuracy, generalization, and computational efficiency. Our results demonstrate that LUPI-trained students consistently outperform their baseline counterparts, achieving significant boosts in detection accuracy with no increase in inference complexity or model size. Performance improvements are especially marked for medium and large objects, while ablation studies reveal that intermediate weighting of teacher guidance optimally balances learning from privileged and standard inputs. The findings affirm that the LUPI framework provides an effective and practical strategy for advancing object detection systems in both resource-constrained and real-world settings.

Training small language-model agents for long-horizon interactive tasks requires both fast imitation and reward-driven improvement. On-policy distillation (OPD) provides dense teacher guidance and typically improves rapidly in the early stage, but its gains saturate once the student approaches the teacher, limiting the final performance ceiling. Reinforcement learning (RL) directly optimizes environment rewards and encourages exploratory improvement toward a higher reward-defined ceiling, but sparse and delayed feedback makes early-stage learning much less efficient than OPD. In this paper, we propose ATOD (Annealed Turn-aware On-policy Distillation), a hybrid online distillation algorithm that explicitly exploits this complementarity. (1) ATOD uses an annealed OPD-RL schedule: OPD dominates early training to approach teacher-level behavior, while RL is gradually strengthened to drive reward-based exploration. (2) ATOD introduces Turn-level Disagreement-Uncertainty Reweighting (T-DUR), which softly amplifies high-utility turns and improves dense supervision in long trajectories. Experiments on ALFWorld, WebShop, and Search-QA show that ATOD consistently outperforms competing post-training baselines: across the three student sizes, ATOD improves average success rate by 3.03 points over OPD and 23.62 points over GRPO, while surpassing the corresponding teacher models by 2.16 points.

Knowledge distillation establishes a learning paradigm that leverages both data supervision and teacher guidance. However, determining the optimal balance between learning from data and learning from the teacher is challenging, as some samples may be noisy while others are subject to teacher uncertainty. This motivates the need for adaptively balancing data and teacher supervision. We propose Beta-weighted Knowledge Distillation (Beta-KD), an uncertainty-aware distillation framework that adaptively modulates how much the student relies on teacher guidance. Specifically, we formulate teacher--student learning from a unified Bayesian perspective and interpret teacher supervision as a Gibbs prior over student activations. This yields a closed-form, uncertainty-aware weighting mechanism and supports arbitrary distillation objectives and their combinations. Extensive experiments on multimodal VQA benchmarks demonstrate that distilling student Vision-Language Models from a large teacher VLM consistently improves performance. The results show that Beta-KD outperforms existing knowledge distillation methods. The code is available at https://github.com/Jingchensun/beta-kd.

On-policy distillation (OPD) has become a central post-training tool for large language models (LLMs), providing dense per-token teacher supervision along the student's own rollouts. In this work, we identify a common structural cause underlying OPD, which we call prefix failure. Under prefix failure, dense per-token supervision induces a bimodal teacher mixture and fragmented gradients that token-level loss truncation or reweighting fail to address. This observation motivates us to move beyond token-level loss interventions toward trajectory-level output corrections. We thus propose Trajectory-Refined Distillation (TRD), a trajectory-level correction method that revises the student's rollout under the teacher guidance while within on-policy support. By correcting problematic prefixes before distillation, TRD mitigates prefix failure at its source. Moreover, TRD improves the exploration by exposing the student to alternative valid derivations under teacher guidance, even when the original rolls are already correct. TRD can also be applied to on-policy self-distillation (OPSD), a parameter-sharing variant that uses the student model conditioned on privileged informations as the teacher. Across a wide range of benchmarks and base models at multiple scales, TRD consistently outperforms prior baselines, improving single-attempt accuracy and broadening reasoning coverage. Code is available at https://github.com/louieworth/trd

Reinforcement learning for multimodal large language models (MLLMs) is often hindered by severe reward sparsity in complex reasoning tasks. This challenge is particularly pronounced in human-centered scenarios involving states, emotions, intentions, and behaviors, where heterogeneous multimodal signals and subjective human factors make high-quality chain-of-thought (CoT) annotations expensive and difficult to obtain. Although many multimodal datasets provide expert-annotated ground-truth labels, directly using these labels for supervised fine-tuning may encourage shortcut learning in multimodal perception and provides limited transparency for safety-critical human--AI interaction. To address these limitations, we propose OmniOPSD, a Rationale-Privileged On-Policy Self-Distillation framework that uses frontier-generated rationales as teacher-side privileged evidence rather than student imitation targets. OmniOPSD uses frontier-generated evidence-aware rationales only as training-time privileged evidence context for a local teacher. The student samples its own rollout from the original multimodal input, while the rationale-privileged teacher scores the same tokens and provides dense token-level supervision. Thus, the student learns on its own trajectory distribution without directly imitating frontier-model completions, and inference requires no labels, rationales, CoT annotations, or closed-source model access. Experiments on MER-UniBench show that OmniOPSD achieves state-of-the-art performance with an average score of 84.19, and ablations further support the value of rationale-privileged teacher guidance.

Large language models (LLMs) equipped with chain-of-thought (CoT) achieve strong performance and offer a window into LLM behavior. However, recent evidence suggests that improvements in CoT capabilities often come with redundant reasoning processes, motivating a key question: Can LLMs acquire a fast-thinking mode analogous to human System 1 reasoning? To explore this, our study presents a self-sampling framework based on activation steering for efficient CoT learning. Our method can induce style-aligned and variable-length reasoning traces from target LLMs themselves without any teacher guidance, thereby alleviating a central bottleneck of SFT-based methods-the scarcity of high-quality supervision data. Using filtered data by gold answers, we perform SFT for efficient CoT learning with (i) a human-like dual-cognitive system, and (ii) a progressive compression curriculum. Furthermore, we explore a self-evolution regime in which SFT is driven solely by prediction-consistent data of variable-length variants, eliminating the need for gold answers. Extensive experiments on math benchmarks, together with cross-domain generalization tests in medicine, show that our method yields stable improvements for both general and R1-style LLMs. Our data and model checkpoints can be found at https://github.com/DYR1/S3-CoT.

Few-step distillation has become an effective strategy for accelerating advanced visual generative models, yet prior work has largely focused on distillation objectives. In this work, we revisit few-step distillation from a complementary perspective, focusing on the training recipe that critically shapes student performance. Using Qwen-Image-2.0 as a representative case, we systematically investigate three factors in unified text-to-image generation and instruction-guided image editing distillation: data composition, teacher guidance, and task mixture. Our empirical analysis reveals several non-obvious behaviors, which motivate the development of Qwen-Image-Flash. Overall, our results suggest that effective few-step distillation requires not only carefully designed objectives, but also principled organization of the broader training pipeline.

On-policy distillation (OPD) is appealing for large language model (LLM) post-training because it evaluates teacher feedback on student-generated rollouts rather than fixed teacher traces. In long-horizon settings, however, the common sampled-token variant is fragile: it reduces distribution matching to a one-token signal and becomes increasingly unreliable as rollouts drift away from prefixes the teacher commonly visits. We revisit OPD from the estimator and implementation sides. Theoretically, token-level OPD is biased relative to sequence-level reverse-KL, but it has a much tighter worst-case variance bound; our toy study shows the same tradeoff empirically, with stronger future-reward coupling producing higher gradient variance and less stable learning. Empirically, we identify three failure modes of sampled-token OPD: an imbalanced one-token signal, unreliable teacher guidance on student-generated prefixes, and distortions caused by tokenizer or special-token mismatch. We address these issues with teacher top-K local support matching, implemented as truncated reverse-KL with top-p rollout sampling and special-token masking. Across single-task math reasoning and multi-task agentic-plus-math training, this objective yields more stable optimization and better downstream performance than sampled-token OPD.

Autoregressive language models (ARMs) deliver strong likelihoods, but are inherently serial: they generate one token per forward pass, which limits throughput and inflates latency for long sequences. Diffusion Language Models (DLMs) parallelize across positions and thus appear promising for language generation, yet standard discrete diffusion typically needs hundreds to thousands of model evaluations to reach high quality, trading serial depth for iterative breadth. We introduce FS-DFM, Few-Step Discrete Flow-Matching. A discrete flow-matching model designed for speed without sacrificing quality. The core idea is simple: make the number of sampling steps an explicit parameter and train the model to be consistent across step budgets, so one big move lands where many small moves would. We pair this with a reliable update rule that moves probability in the right direction without overshooting, and with strong teacher guidance distilled from long-run trajectories. Together, these choices make few-step sampling stable, accurate, and easy to control. On language modeling benchmarks, FS-DFM with 8 sampling steps achieves perplexity parity with a 1,024-step discrete-flow baseline for generating 1,024 tokens using a similar-size model, delivering up to 128 times faster sampling and corresponding latency/throughput gains.

Reinforcement Learning has emerged as a post-training approach to elicit agentic RAG behaviors such as search and planning from language models. However, compact language models (e.g., 0.5B parameters) struggle due to poor reasoning ability, resulting in sparse rewards and unstable training. To overcome these difficulties, we propose Distillation-Guided Policy Optimization (DGPO), which addresses the challenges through cold-start initialization from teacher demonstrations and continuous teacher guidance during policy optimization. To systematically evaluate our approach, we introduce Agentic RAG Capabilities (ARC), a fine-grained metric analyzing reasoning, search coordination, and response synthesis. Comprehensive experiments demonstrate that DGPO enables compact models to achieve sophisticated agentic search behaviors, even outperforming the larger teacher model in some cases. DGPO makes agentic RAG feasible in computing resource-constrained environments.

Diffusion distillation models effectively accelerate reverse sampling by compressing the process into fewer steps. However, these models still exhibit a performance gap compared to their pre-trained diffusion model counterparts, exacerbated by distribution shifts and accumulated errors during multi-step sampling. To address this, we introduce Distillation++, a novel inference-time distillation framework that reduces this gap by incorporating teacher-guided refinement during sampling. Inspired by recent advances in conditional sampling, our approach recasts student model sampling as a proximal optimization problem with a score distillation sampling loss (SDS). To this end, we integrate distillation optimization during reverse sampling, which can be viewed as teacher guidance that drives student sampling trajectory towards the clean manifold using pre-trained diffusion models. Thus, Distillation++ improves the denoising process in real-time without additional source data or fine-tuning. Distillation++ demonstrates substantial improvements over state-of-the-art distillation baselines, particularly in early sampling stages, positioning itself as a robust guided sampling process crafted for diffusion distillation models. Code: https://github.com/geonyeong-park/inference_distillation.

Fine-tuning LLMs on narrow harmful datasets can induce Emergent Misalignment (EM), where models exhibit misaligned behavior far beyond the fine-tuning distribution. We argue that emergent misalignment can be better understood as a data-mediated transfer phenomenon: harmful fine-tuning examples do not induce uniform behavioral spillover, but interact with the structural properties of the dataset and the difficulty of the tasks relative to the model. Across our experiments, we find that misalignment appears more readily when fine-tuning and evaluation prompts share similar underlying functional structure, when prompts leave more room for coherent harmful completions, and when the target behavior has been more reliably learned by the model. The training pipeline itself also matters: pretraining composition shapes later misalignment. We further study Subliminal Learning (SL), where misalignment is transmitted by fine-tuning on seemingly benign data generated by a harmful teacher. Moving beyond the standard SFT setting, we for the first time compare this transfer under off-policy and on-policy distillation as well, allowing us to separate the roles of the teacher guidance and the training data distribution in transmitting misalignment. Together, these results argue for a data-centric view: Emergent/subliminal misalignment should not be treated as a simple consequence of isolated harmful fine-tuning examples, but as the result of interactions between fine-tuning data structure, pretraining distributions, and training channels.

Off-road autonomous driving poses significant challenges such as navigating unmapped, variable terrain with uncertain and diverse dynamics. Addressing these challenges requires effective long-horizon planning and adaptable control. Reinforcement Learning (RL) offers a promising solution by learning control policies directly from interaction. However, because off-road driving is a long-horizon task with low-signal rewards, standard RL methods are challenging to apply in this setting. We introduce TADPO, a novel policy gradient formulation that extends Proximal Policy Optimization (PPO), leveraging off-policy trajectories for teacher guidance and on-policy trajectories for student exploration. Building on this, we develop a vision-based, end-to-end RL system for high-speed off-road driving, capable of navigating extreme slopes and obstacle-rich terrain. We demonstrate our performance in simulation and, importantly, zero-shot sim-to-real transfer on a full-scale off-road vehicle. To our knowledge, this work represents the first deployment of RL-based policies on a full-scale off-road platform.

Reinforcement learning (RL) has emerged as a promising paradigm for inducing explicit reasoning behaviors in large language and vision-language models. However, reasoning-oriented RL post-training remains fundamentally challenging due to sparse trajectory-level rewards, leading to ambiguous credit assignment and severe exploration failures that can trap the policy in a ``learning cliff.'' Recent on-policy distillation methods introduce dense teacher supervision to stabilize optimization, but apply it uniformly across all generated trajectories. We argue that such uniform distillation is ill-suited for reasoning-intensive tasks, as low-quality on-policy trajectories often originate from early logical errors, and distillation under flawed contexts injects noisy and misaligned gradients. To address these challenges, we propose Knowledge-Enhanced Preference Optimization (KEPO), a unified post-training framework that integrates: (i) a quality-gated on-policy distillation objective that selectively applies dense teacher guidance only to high-quality trajectories, and (ii) a knowledge-enhanced exploration strategy that leverages hints learned from a teacher model to rejectively sample reward-positive on-policy trajectories for RL, thereby mitigating exploration collapse. Evaluated on a challenging medical visual question answering benchmark under single-source generalization, KEPO demonstrates improved training stability, more coherent reasoning behaviors, and superior out-of-distribution performance over reinforcement learning and on-policy distillation baselines.

On-policy self-distillation (OPSD) is a promising approach to improve reasoning language models, but it remains brittle in practice: making it work reliably often requires substantial engineering effort. We identify a structural source of this difficulty: vanilla OPSD is precisely the β=1 member of a broader policy-optimization family, where β weights the KL penalty anchoring the student to a reference policy. This equivalence turns β from an implicit value fixed at one into a controllable regularization parameter, yielding a more general formulation that trades off proximity to a reference policy against privileged teacher guidance. We introduce β-OPSD and derive its optimal policy as a geometric interpolation between the reference policy and the privileged teacher. Directly optimizing this objective with reinforcement learning, however, would be costly and high-variance. Rather than optimize the RL objective directly, we turn its closed-form solution into a distillation target. Each value of β selects a target along the reference-to-teacher path, which we implement efficiently by mixing their token-level logits. In this way, inexpensive distillation approximates the solution of expensive policy optimization. Return-to-go credit assignment further aligns token updates with the sequence-level objective while retaining the simplicity of OPSD. Experiments on mathematical reasoning benchmarks show that β-OPSD consistently outperforms vanilla OPSD, improving optimization stability and downstream reasoning performance. Our results provide a principled route from self-distillation to policy optimization and back without sacrificing the efficiency that makes OPSD practical.

Knowledge distillation is classically a procedure where a neural network is trained on the output of another network along with the original targets in order to transfer knowledge between the architectures. The special case of self-distillation, where the network architectures are identical, has been observed to improve generalization accuracy. In this paper, we consider an iterative variant of self-distillation in a kernel regression setting, in which successive steps incorporate both model outputs and the ground-truth targets. This allows us to provide the first theoretical results on the importance of using the weighted ground-truth targets in self-distillation. Our focus is on fitting nonlinear functions to training data with a weighted mean square error objective function suitable for distillation, subject to ell_2 regularization of the model parameters. We show that any such function obtained with self-distillation can be calculated directly as a function of the initial fit, and that infinite distillation steps yields the same optimization problem as the original with amplified regularization. Furthermore, we provide a closed form solution for the optimal choice of weighting parameter at each step, and show how to efficiently estimate this weighting parameter for deep learning and significantly reduce the computational requirements compared to a grid search.

Large Language Models (LLMs) have recently showcased remarkable reasoning abilities. However, larger models often surpass their smaller counterparts in reasoning tasks, posing the challenge of effectively transferring these capabilities from larger models. Existing approaches heavily rely on extensive fine-tuning data or continuous interactions with a superior teacher LLM during inference. We introduce a principle-based teacher-student framework called ``Teaching via Principle Discovery'' (TPD) to address these limitations. Inspired by human learning mechanisms, TPD mimics the interaction between a teacher and a student using a principle-based approach. The teacher LLM generates problem-solving instructions and corrective principles based on the student LLM's errors. These principles guide the refinement of instructions and the selection of instructive examples from a validation set. This enables the student model to learn from both the teacher's guidance and its own mistakes. Once the student model begins making inferences, TPD requires no further intervention from the teacher LLM or humans. Through extensive experiments across eight reasoning tasks, we demonstrate the effectiveness of TPD. Compared to standard chain-of-thought prompting, TPD significantly improves the student model's performance, achieving 6.2% improvement on average.

Reinforcement Learning from Verifiable Rewards (RLVR) has been widely adopted as the de facto method for enhancing the reasoning capabilities of large language models and has demonstrated notable success in verifiable domains like math and competitive programming tasks. However, the efficacy of RLVR diminishes significantly when applied to agentic environments. These settings, characterized by multi-step, complex problem solving, lead to high failure rates even for frontier LLMs, as the reward landscape is too sparse for effective model training via conventional RLVR. In this work, we introduce Agent-RLVR, a framework that makes RLVR effective in challenging agentic settings, with an initial focus on software engineering tasks. Inspired by human pedagogy, Agent-RLVR introduces agent guidance, a mechanism that actively steers the agent towards successful trajectories by leveraging diverse informational cues. These cues, ranging from high-level strategic plans to dynamic feedback on the agent's errors and environmental interactions, emulate a teacher's guidance, enabling the agent to navigate difficult solution spaces and promotes active self-improvement via additional environment exploration. In the Agent-RLVR training loop, agents first attempt to solve tasks to produce initial trajectories, which are then validated by unit tests and supplemented with agent guidance. Agents then reattempt with guidance, and the agent policy is updated with RLVR based on the rewards of these guided trajectories. Agent-RLVR elevates the pass@1 performance of Qwen-2.5-72B-Instruct from 9.4% to 22.4% on SWE-Bench Verified. We find that our guidance-augmented RLVR data is additionally useful for test-time reward model training, shown by further boosting pass@1 to 27.8%. Agent-RLVR lays the groundwork for training agents with RLVR in complex, real-world environments where conventional RL methods struggle.

Conditional visual generation has witnessed remarkable progress with the advent of diffusion models (DMs), especially in tasks like control-to-image generation. However, challenges such as expensive computational cost, high inference latency, and difficulties of integration with large language models (LLMs) have necessitated exploring alternatives to DMs. This paper introduces ControlVAR, a novel framework that explores pixel-level controls in visual autoregressive (VAR) modeling for flexible and efficient conditional generation. In contrast to traditional conditional models that learn the conditional distribution, ControlVAR jointly models the distribution of image and pixel-level conditions during training and imposes conditional controls during testing. To enhance the joint modeling, we adopt the next-scale AR prediction paradigm and unify control and image representations. A teacher-forcing guidance strategy is proposed to further facilitate controllable generation with joint modeling. Extensive experiments demonstrate the superior efficacy and flexibility of ControlVAR across various conditional generation tasks against popular conditional DMs, \eg, ControlNet and T2I-Adaptor. Code: https://github.com/lxa9867/ControlVAR.

Knowledge distillation (KD) remains challenging due to the opaque nature of the knowledge transfer process from a Teacher to a Student, making it difficult to address certain issues related to KD. To address this, we proposed UniCAM, a novel gradient-based visual explanation method, which effectively interprets the knowledge learned during KD. Our experimental results demonstrate that with the guidance of the Teacher's knowledge, the Student model becomes more efficient, learning more relevant features while discarding those that are not relevant. We refer to the features learned with the Teacher's guidance as distilled features and the features irrelevant to the task and ignored by the Student as residual features. Distilled features focus on key aspects of the input, such as textures and parts of objects. In contrast, residual features demonstrate more diffused attention, often targeting irrelevant areas, including the backgrounds of the target objects. In addition, we proposed two novel metrics: the feature similarity score (FSS) and the relevance score (RS), which quantify the relevance of the distilled knowledge. Experiments on the CIFAR10, ASIRRA, and Plant Disease datasets demonstrate that UniCAM and the two metrics offer valuable insights to explain the KD process.

Knowledge distillation plays a key role in compressing the Large Language Models (LLMs), which boosts a small-size student model under large teacher models' guidance. However, existing LLM distillation methods overly rely on student-generated outputs, which may introduce generation errors and misguide the distillation process. Moreover, the distillation loss functions introduced in previous art struggle to align the most informative part due to the complex distribution of LLMs' outputs. To address these problems, we propose a multi-granularity semantic revision method for LLM distillation. At the sequence level, we propose a sequence correction and re-generation (SCRG) strategy. SCRG first calculates the semantic cognitive difference between the teacher and student to detect the error token, then corrects it with the teacher-generated one, and re-generates the sequence to reduce generation errors and enhance generation diversity. At the token level, we design a distribution adaptive clipping Kullback-Leibler (DAC-KL) loss as the distillation objective function. DAC-KL loss exploits a learnable sub-network to adaptively extract semantically dense areas from the teacher's output, avoiding the interference of redundant information in the distillation process. Finally, at the span level, we leverage the span priors of a sequence to compute the probability correlations within spans, and constrain the teacher and student's probability correlations to be consistent, further enhancing the transfer of semantic information. Extensive experiments across different model families with parameters ranging from 0.1B to 13B demonstrate the superiority of our method compared to existing methods.

Reinforcement Learning with Verifiable Rewards (RLVR) is a promising paradigm for enhancing the reasoning ability in Large Language Models (LLMs). However, prevailing methods primarily rely on self-exploration or a single off-policy teacher to elicit long chain-of-thought (LongCoT) reasoning, which may introduce intrinsic model biases and restrict exploration, ultimately limiting reasoning diversity and performance. Drawing inspiration from multi-teacher strategies in knowledge distillation, we introduce Adaptive Multi-Guidance Policy Optimization (AMPO), a novel framework that adaptively leverages guidance from multiple proficient teacher models, but only when the on-policy model fails to generate correct solutions. This "guidance-on-demand" approach expands exploration while preserving the value of self-discovery. Moreover, AMPO incorporates a comprehension-based selection mechanism, prompting the student to learn from the reasoning paths that it is most likely to comprehend, thus balancing broad exploration with effective exploitation. Extensive experiments show AMPO substantially outperforms a strong baseline (GRPO), with a 4.3% improvement on mathematical reasoning tasks and 12.2% on out-of-distribution tasks, while significantly boosting Pass@k performance and enabling more diverse exploration. Notably, using four peer-sized teachers, our method achieves comparable results to approaches that leverage a single, more powerful teacher (e.g., DeepSeek-R1) with more data. These results demonstrate a more efficient and scalable path to superior reasoning and generalizability. Our code is available at https://github.com/SII-Enigma/AMPO.

Distribution Matching Distillation (DMD) is a powerful acceleration paradigm, yet its stability is often compromised in Forbidden Zone, regions where the real teacher provides unreliable guidance while the fake teacher exerts insufficient repulsive force. In this work, we propose a unified optimization framework that reinterprets prior art as implicit strategies to avoid these corrupted regions. Based on this insight, we introduce Adaptive Matching Distillation (AMD), a self-correcting mechanism that utilizes reward proxies to explicitly detect and escape Forbidden Zones. AMD dynamically prioritizes corrective gradients via structural signal decomposition and introduces Repulsive Landscape Sharpening to enforce steep energy barriers against failure mode collapse. Extensive experiments across image and video generation tasks (e.g., SDXL, Wan2.1) and rigorous benchmarks (e.g., VBench, GenEval) demonstrate that AMD significantly enhances sample fidelity and training robustness. For instance, AMD improves the HPSv2 score on SDXL from 30.64 to 31.25, outperforming state-of-the-art baselines. These findings validate that explicitly rectifying optimization trajectories within Forbidden Zones is essential for pushing the performance ceiling of few-step generative models.

Large-scale vision-language models (VLMs) have recently achieved remarkable multimodal understanding, but their massive size makes them impractical for deployment on mobile or edge devices. This raises the need for compact yet capable VLMs that can efficiently learn from powerful large teachers. However, distilling knowledge from a large teacher to a small student remains challenging due to their large size gap: the student often fails to reproduce the teacher's complex, high-dimensional representations, leading to unstable learning and degraded performance. To address this, we propose Masters (Masking Teacher and Reinforcing Student), a mask-progressive reinforcement learning (RL) distillation framework. Masters first masks non-dominant weights of the teacher to reduce unnecessary complexity, then progressively restores the teacher by gradually increasing its capacity during training. This strategy allows the student to learn richer representations from the teacher in a smooth and stable manner. To further refine knowledge transfer, Masters integrates an offline RL stage with two complementary rewards: an accuracy reward that measures the correctness of the generated responses, and a distillation reward that quantifies the ease of transferring responses from teacher to student. Unlike online think-answer RL paradigms that are computationally expensive and generate lengthy responses, our offline RL leverages pre-generated responses from masked teachers. These provide rich yet efficient guidance, enabling students to achieve strong performance without requiring the think-answer process.

Self-distillation has emerged as a powerful framework for post-training LLMs, where a teacher conditioned on extra information guides a student without it, both from the same model. While this guidance is useful when the student has failed, on successful rollouts, the same mechanism instead overwrites the student's choices and suppresses it's own reasoning. Therefore, we propose reading the original self-distillation signal in reverse: when the student succeeds along a path the teacher would not have predicted, these tokens reflect its self-driven reasoning. Building on this, we propose RLRT (RLVR with Reversed Teacher), which augments GRPO by reinforcing these tokens on correct rollouts. We interpret this as a new form of exploration in RLVR: not uniform diversity, but valuable exploration grounded in the student's own success. Across base, instruction-tuned, and thinking-tuned Qwen3 checkpoints, RLRT substantially outperforms self-distillation and exploration-based baselines, establishing information asymmetry as a new, principled design axis for RLVR.

Video Foundation Models (VFMs) have received limited exploration due to high computational costs and data scarcity. Previous VFMs rely on Image Foundation Models (IFMs), which face challenges in transferring to the video domain. Although VideoMAE has trained a robust ViT from limited data, its low-level reconstruction poses convergence difficulties and conflicts with high-level cross-modal alignment. This paper proposes a training-efficient method for temporal-sensitive VFMs that integrates the benefits of existing methods. To increase data efficiency, we mask out most of the low-semantics video tokens, but selectively align the unmasked tokens with IFM, which serves as the UnMasked Teacher (UMT). By providing semantic guidance, our method enables faster convergence and multimodal friendliness. With a progressive pre-training framework, our model can handle various tasks including scene-related, temporal-related, and complex video-language understanding. Using only public sources for pre-training in 6 days on 32 A100 GPUs, our scratch-built ViT-L/16 achieves state-of-the-art performances on various video tasks. The code and models will be released at https://github.com/OpenGVLab/unmasked_teacher.

Recent approaches have yielded promising results in distilling multi-step text-to-image diffusion models into one-step ones. The state-of-the-art efficient distillation technique, i.e., SwiftBrushv2 (SBv2), even surpasses the teacher model's performance with limited resources. However, our study reveals its instability when handling different diffusion model backbones due to using a fixed guidance scale within the Variational Score Distillation (VSD) loss. Another weakness of the existing one-step diffusion models is the missing support for negative prompt guidance, which is crucial in practical image generation. This paper presents SNOOPI, a novel framework designed to address these limitations by enhancing the guidance in one-step diffusion models during both training and inference. First, we effectively enhance training stability through Proper Guidance-SwiftBrush (PG-SB), which employs a random-scale classifier-free guidance approach. By varying the guidance scale of both teacher models, we broaden their output distributions, resulting in a more robust VSD loss that enables SB to perform effectively across diverse backbones while maintaining competitive performance. Second, we propose a training-free method called Negative-Away Steer Attention (NASA), which integrates negative prompts into one-step diffusion models via cross-attention to suppress undesired elements in generated images. Our experimental results show that our proposed methods significantly improve baseline models across various metrics. Remarkably, we achieve an HPSv2 score of 31.08, setting a new state-of-the-art benchmark for one-step diffusion models.

Discrete flow matching generates text by iteratively transforming noise tokens into coherent language, but may require hundreds of forward passes. Distillation uses the multi-step trajectory to train a student to reproduce the process in a few steps. When the student underperforms, the usual explanation is insufficient capacity. We argue the opposite: the trajectory is the bottleneck, not the student. Each training trajectory is built through a chain of blind stochastic jumps with no evaluation of sequence quality; a single bad decision at an early midpoint propagates through subsequent steps, yet the student must imitate the result. Trajectory-Shaped Discrete Flow Matching (TS-DFM) replaces these blind jumps with guided navigation: a lightweight energy compass evaluates candidate continuations at each midpoint, selecting the most coherent. All shaping is training-only; inference cost is unchanged. On 170M-parameter language modeling, the shaped student at 8 steps achieves 32% lower perplexity than the 1,024-step teacher while being 128x faster, with gains consistent across source distributions and three evaluators of increasing scale. TS-DFM achieves the best perplexity of any discrete-generation baseline we compare against, including methods trained on 6x more data or using 5x larger models.

While large language models (LLMs) show impressive decision-making abilities, current methods lack a mechanism for automatic self-improvement from errors during task execution. We propose LEAP, an iterative fine-tuning framework that continually improves LLM agents using feedback from AI expert teachers. Our key insight is to equip the expert teachers with a privileged state -- information that is available during training but hidden at test time. This allows even weak experts to provide precise guidance, significantly improving the student agent's performance without access to privileged information at test time. We evaluate LEAP on diverse decision-making benchmarks, including text-based games (ALFWorld), web navigation (WebShop), and interactive coding (Intercode Bash). Our experiments show that LEAP (1) outperforms behavior cloning and ReAct baselines (2) enables weak student models (e.g., Llama3-8B) to exceed the performance of strong teacher models (GPT4-o), and (3) allows weak models to self-improve using privileged versions of themselves. We also provide a theoretical analysis showing that LEAP's success hinges on balancing privileged information with the student's realizability, which we empirically validate. Our code is available at https://leap-llm.github.io

On-policy distillation (OPD) adapts diffusion models by querying a teacher along trajectories generated by the current student, but how it should behave under classifier-free guidance (CFG), a default component of modern diffusion systems, remains poorly understood. Existing OPD methods naturally extend velocity matching to the CFG-composed prediction, directly matching teacher and student guided velocities. We show that this objective is under-identified at the branch level: positive- and negative-branch errors can compensate in the guided prediction. Through two contrasting cases, we find that naive matching remains effective under shared negative conditioning, where both branch errors decrease jointly. When the model's native CFG schema retains privileged information in the teacher's negative branch that is unavailable to the student, however, this joint reduction breaks down and the composed objective induces antagonistic branch-error dynamics, reducing the positive-branch error while increasing the negative-branch error. We term this failure mode Negative Branch Asymmetry (NBA). To address NBA, we introduce Positive--Direction Matching (PDM), a branch-aware OPD objective that separately constrains the positive prediction and the CFG conditional direction. We apply PDM to dense-to-sparse video control, where naive guided matching is highly sensitive to inference guidance scales, while branch-aware supervision enables more robust and effective knowledge transfer.

The basic question-answering format of large language models involves inputting a prompt and receiving a response, and the quality of the prompt directly impacts the effectiveness of the response. Automated Prompt Optimization (APO) aims to break free from the cognitive biases of manually designed prompts and explores a broader design space for prompts. However, existing APO methods suffer from limited flexibility of fixed templates and inefficient search in prompt spaces as key issues. To this end, we propose a Multi-Agent framework Incorporating Socratic guidance (MARS), which utilizes multi-agent fusion technology for automatic planning, with gradual continuous optimization and evaluation. Specifically, MARS comprises seven agents, each with distinct functionalities, which autonomously use the Planner to devise an optimization path that ensures flexibility. Additionally, it employs a Teacher-Critic-Student Socratic dialogue pattern to iteratively optimize the prompts while conducting effective search. We conduct extensive experiments on various datasets to validate the effectiveness of our method, and perform additional analytical experiments to assess the model's advancement as well as the interpretability.

Generating realistic 3D hand motion from natural language is vital for VR, robotics, and human-computer interaction. Existing methods either focus on full-body motion, overlooking detailed hand gestures, or require explicit 3D object meshes, limiting generality. We propose TSHaMo, a model-agnostic teacher-student diffusion framework for text-driven hand motion generation. The student model learns to synthesize motions from text alone, while the teacher leverages auxiliary signals (e.g., MANO parameters) to provide structured guidance during training. A co-training strategy enables the student to benefit from the teacher's intermediate predictions while remaining text-only at inference. Evaluated using two diffusion backbones on GRAB and H2O, TSHaMo consistently improves motion quality and diversity. Ablations confirm its robustness and flexibility in using diverse auxiliary inputs without requiring 3D objects at test time.

Reinforcement Learning (RL) with rubric-based rewards has recently shown remarkable progress in enhancing general reasoning capabilities of Large Language Models (LLMs), yet still suffers from ineffective exploration confined to curent policy distribution. In fact, RL optimization can be viewed as steering the policy toward an ideal distribution that maximizes the rewards, while effective exploration should align efforts with desired target. Leveraging this insight, we propose HeRL, a Hindsight experience guided Reinforcement Learning framework to bootstrap effective exploration by explicitly telling LLMs the desired behaviors specified in rewards. Concretely, HeRL treats failed trajectories along with their unmet rubrics as hindsight experience, which serves as in-context guidance for the policy to explore desired responses beyond its current distribution. Additionally, we introduce a bonus reward to incentivize responses with greater potential for improvement under such guidance. HeRL facilitates effective learning from desired high quality samples without repeated trial-and-error from scratch, yielding a more accurate estimation of the expected gradient theoretically. Extensive experiments across various benchmarks demonstrate that HeRL achieves superior performance gains over baselines, and can further benefit from experience guided self-improvement at test time. Our code is available at https://github.com/sikelifei/HeRL.

Recent advances in text-to-image synthesis largely benefit from sophisticated sampling strategies and classifier-free guidance (CFG) to ensure high-quality generation. However, CFG's reliance on two forward passes, especially when combined with intricate sampling algorithms, results in prohibitively high inference costs. To address this, we introduce TeEFusion (Text Embeddings Fusion), a novel and efficient distillation method that directly incorporates the guidance magnitude into the text embeddings and distills the teacher model's complex sampling strategy. By simply fusing conditional and unconditional text embeddings using linear operations, TeEFusion reconstructs the desired guidance without adding extra parameters, simultaneously enabling the student model to learn from the teacher's output produced via its sophisticated sampling approach. Extensive experiments on state-of-the-art models such as SD3 demonstrate that our method allows the student to closely mimic the teacher's performance with a far simpler and more efficient sampling strategy. Consequently, the student model achieves inference speeds up to 6times faster than the teacher model, while maintaining image quality at levels comparable to those obtained through the teacher's complex sampling approach. The code is publicly available at https://github.com/AIDC-AI/TeEFusion{github.com/AIDC-AI/TeEFusion}.

Voice activity detection is an essential pre-processing component for speech-related tasks such as automatic speech recognition (ASR). Traditional supervised VAD systems obtain frame-level labels from an ASR pipeline by using, e.g., a Hidden Markov model. These ASR models are commonly trained on clean and fully transcribed data, limiting VAD systems to be trained on clean or synthetically noised datasets. Therefore, a major challenge for supervised VAD systems is their generalization towards noisy, real-world data. This work proposes a data-driven teacher-student approach for VAD, which utilizes vast and unconstrained audio data for training. Unlike previous approaches, only weak labels during teacher training are required, enabling the utilization of any real-world, potentially noisy dataset. Our approach firstly trains a teacher model on a source dataset (Audioset) using clip-level supervision. After training, the teacher provides frame-level guidance to a student model on an unlabeled, target dataset. A multitude of student models trained on mid- to large-sized datasets are investigated (Audioset, Voxceleb, NIST SRE). Our approach is then respectively evaluated on clean, artificially noised, and real-world data. We observe significant performance gains in artificially noised and real-world scenarios. Lastly, we compare our approach against other unsupervised and supervised VAD methods, demonstrating our method's superiority.

On-Policy Distillation (OPD) improves large language model reasoning by training a student model on trajectories sampled from its own policy under teacher supervision. Although OPD operates on trajectories, its learning signal remains token-level: it identifies deviations through high-loss tokens and repairs them through local reverse-KL correction. We show that this "trajectory-sampled but token-learned" mechanism cannot reliably bridge student trajectories toward teacher trajectories. About 30% of high-loss tokens fall into the low-divergence regime, indicating that many are surface-form mismatches rather than real reasoning forks. Moreover, even truly divergent tokens are difficult to repair with isolated token-level supervision, since reasoning failures often unfold as short-horizon distributional drift. We propose Trajectory-aware OPD (TOPD), which uses near-future trajectory information to identify real divergent states and distribute guidance across multiple future tokens. Experiments show that suppressing non-divergent high-loss tokens improves standard OPD from 47.8% to 48.2% average accuracy, while TOPD further improves performance to 52.2%, with gains on AIME24 from 60.0% to 63.3% and AIME25 from 46.7% to 53.3%.

Singing Voice Synthesis (SVS) remains constrained in practical deployment due to its strong dependence on accurate phoneme-level alignment and manually annotated melody contours, requirements that are resource-intensive and hinder scalability. To overcome these limitations, we propose a melody-driven SVS framework capable of synthesizing arbitrary lyrics following any reference melody, without relying on phoneme-level alignment. Our method builds on a Diffusion Transformer (DiT) architecture, enhanced with a dedicated melody extraction module that derives melody representations directly from reference audio. To ensure robust melody encoding, we employ a teacher model to guide the optimization of the melody extractor, alongside an implicit alignment mechanism that enforces similarity distribution constraints for improved melodic stability and coherence. Additionally, we refine duration modeling using weakly annotated song data and introduce a Flow-GRPO reinforcement learning strategy with a multi-objective reward function to jointly enhance pronunciation clarity and melodic fidelity. Experiments show that our model achieves superior performance over existing approaches in both objective measures and subjective listening tests, especially in zero-shot and lyric adaptation settings, while maintaining high audio quality without manual annotation. This work offers a practical and scalable solution for advancing data-efficient singing voice synthesis. To support reproducibility, we release our inference code and model checkpoints.

Although Deep Reinforcement Learning (DRL) and Large Language Models (LLMs) each show promise in addressing decision-making challenges in autonomous driving, DRL often suffers from high sample complexity, while LLMs have difficulty ensuring real-time decision making. To address these limitations, we propose TeLL-Drive, a hybrid framework that integrates a Teacher LLM to guide an attention-based Student DRL policy. By incorporating risk metrics, historical scenario retrieval, and domain heuristics into context-rich prompts, the LLM produces high-level driving strategies through chain-of-thought reasoning. A self-attention mechanism then fuses these strategies with the DRL agent's exploration, accelerating policy convergence and boosting robustness across diverse driving conditions. The experimental results, evaluated across multiple traffic scenarios, show that TeLL-Drive outperforms existing baseline methods, including other LLM-based approaches, in terms of success rates, average returns, and real-time feasibility. Ablation studies underscore the importance of each model component, especially the synergy between the attention mechanism and LLM-driven guidance. Finally, we build a virtual-real fusion experimental platform to verify the real-time performance, robustness, and reliability of the algorithm running on real vehicles through vehicle-in-loop experiments.

Evaluating the quality of multi-turn chatbot interactions remains challenging, as most existing methods assess interactions at the turn level without addressing whether a user's overarching goal was fulfilled. A ``goal'' here refers to an information need or task, such as asking for policy information or applying for leave. We propose a comprehensive framework for goal-oriented evaluation of multi-agent systems (MAS), introducing the Goal Success Rate (GSR) to measure the percentage of fulfilled goals, and a Root Cause of Failure (RCOF) taxonomy to identify reasons for failure in multi-agent chatbots. Our method segments conversations by user goals and evaluates success using all relevant turns. We present a model-based evaluation system combining teacher LLMs, where domain experts define goals, set quality standards serving as a guidance for the LLMs. The LLMs use ``thinking tokens'' to produce interpretable rationales, enabling explainable, data-efficient evaluations. In an enterprise setting, we apply our framework to evaluate AIDA, a zero-to-one employee conversational agent system built as a ground-up multi-agent conversational agent, and observe GSR improvement from 63\% to 79\% over six months since its inception. Our framework is generic and offers actionable insights through a detailed defect taxonomy based on analysis of failure points in multi-agent chatbots, diagnosing overall success, identifying key failure modes, and informing system improvements.

Large Language Models (LLMs) have made significant strides in problem-solving by incorporating reasoning processes. However, this enhanced reasoning capability results in an increased number of output tokens during inference, leading to higher computational costs. To address this challenge, we propose TwT (Thinking without Tokens), a method that reduces inference-time costs through habitual reasoning distillation with multi-teachers' guidance, while maintaining high performance. Our approach introduces a Habitual Reasoning Distillation method, which internalizes explicit reasoning into the model's habitual behavior through a Teacher-Guided compression strategy inspired by human cognition. Additionally, we propose Dual-Criteria Rejection Sampling (DCRS), a technique that generates a high-quality and diverse distillation dataset using multiple teacher models, making our method suitable for unsupervised scenarios. Experimental results demonstrate that TwT effectively reduces inference costs while preserving superior performance, achieving up to a 13.6% improvement in accuracy with fewer output tokens compared to other distillation methods, offering a highly practical solution for efficient LLM deployment.

In this paper, we focus on enhancing a diffusion-based text-to-video (T2V) model during the post-training phase by distilling a highly capable consistency model from a pretrained T2V model. Our proposed method, T2V-Turbo-v2, introduces a significant advancement by integrating various supervision signals, including high-quality training data, reward model feedback, and conditional guidance, into the consistency distillation process. Through comprehensive ablation studies, we highlight the crucial importance of tailoring datasets to specific learning objectives and the effectiveness of learning from diverse reward models for enhancing both the visual quality and text-video alignment. Additionally, we highlight the vast design space of conditional guidance strategies, which centers on designing an effective energy function to augment the teacher ODE solver. We demonstrate the potential of this approach by extracting motion guidance from the training datasets and incorporating it into the ODE solver, showcasing its effectiveness in improving the motion quality of the generated videos with the improved motion-related metrics from VBench and T2V-CompBench. Empirically, our T2V-Turbo-v2 establishes a new state-of-the-art result on VBench, with a Total score of 85.13, surpassing proprietary systems such as Gen-3 and Kling.

3D Gaussian Splatting has demonstrated notable success in large-scale scene reconstruction, but challenges persist due to high training memory consumption and storage overhead. Hybrid representations that integrate implicit and explicit features offer a way to mitigate these limitations. However, when applied in parallelized block-wise training, two critical issues arise since reconstruction accuracy deteriorates due to reduced data diversity when training each block independently, and parallel training restricts the number of divided blocks to the available number of GPUs. To address these issues, we propose Momentum-GS, a novel approach that leverages momentum-based self-distillation to promote consistency and accuracy across the blocks while decoupling the number of blocks from the physical GPU count. Our method maintains a teacher Gaussian decoder updated with momentum, ensuring a stable reference during training. This teacher provides each block with global guidance in a self-distillation manner, promoting spatial consistency in reconstruction. To further ensure consistency across the blocks, we incorporate block weighting, dynamically adjusting each block's weight according to its reconstruction accuracy. Extensive experiments on large-scale scenes show that our method consistently outperforms existing techniques, achieving a 12.8% improvement in LPIPS over CityGaussian with much fewer divided blocks and establishing a new state of the art. Project page: https://jixuan-fan.github.io/Momentum-GS_Page/

Art style classification remains a formidable challenge in computational aesthetics due to the scarcity of expertly labeled datasets and the intricate, often nonlinear interplay of stylistic elements. While recent dual-teacher self-supervised frameworks reduce reliance on labeled data, their linear projection layers and localized focus struggle to model global compositional context and complex style-feature interactions. We enhance the dual-teacher knowledge distillation framework to address these limitations by replacing conventional MLP projection and prediction heads with Kolmogorov-Arnold Networks (KANs). Our approach retains complementary guidance from two teacher networks, one emphasizing localized texture and brushstroke patterns, the other capturing broader stylistic hierarchies while leveraging KANs' spline-based activations to model nonlinear feature correlations with mathematical precision. Experiments on WikiArt and Pandora18k demonstrate that our approach outperforms the base dual teacher architecture in Top-1 accuracy. Our findings highlight the importance of KANs in disentangling complex style manifolds, leading to better linear probe accuracy than MLP projections.

Compositional generalization requires models to produce novel configurations from familiar parts. In diffusion models, prior compositional generation methods typically assume that the relevant concepts or conditioning signals are already available. We instead ask whether a pretrained diffusion model can discover query-specific concepts from the time-indexed scores it learns for the noisy marginals p_t(x_t) and compose them at test time. Given a single out-of-distribution query, our method performs gradient ascent on s_θ(x_t,t) approx nabla_{x_t}log p_t(x_t) at multiple noising timesteps to recover local density modes, maps these modes into clean-space Gaussians, greedily selects relevant prototypes with a submodular likelihood objective, and combines them into a product-of-experts (PoE) teacher model with an analytic score. This teacher model can be sampled directly through classifier-free guidance or used to generate a sample pool for training a new class embedding and low-rank adapter. On held-out composition benchmarks built from ColorMNIST and CelebA, both the analytic PoE sampler and the low-rank adapted model outperform query-only and nearest trained-class baselines. These results suggest that the time-indexed score geometry of the diffusion model contains reusable density-mode concepts that support test-time compositional generation without a predefined concept library.

On-Policy Distillation (OPD) is a fundamental technique for efficient post-training of large language models (LLMs), with broad applications in agent learning, multi-task enhancement, and model compression. However, OPD training becomes unstable when the teacher and student distributions differ substantially, as teacher supervision on student-generated tokens may yield unreliable policy gradients and even cause optimization failure. This work addresses reliable on-policy token-level supervision through credit assignment strategies, and proposes Trust Region On-Policy Distillation, TrOPD. It features the following characteristics: 1) Trust-Region On-Policy Learning: TrOPD performs OPD only in regions where the teacher provides reliable supervision, mitigating the optimization difficulty of the K1 reverse-KL estimator under distribution mismatch. 2) Outlier Estimation: For outlier regions, we explore gradient clipping, masking, and forward-KL estimation to reduce the adverse effects of unreliable supervision. 3) Off-Policy Guidance: The student continues generation from teacher prefixes and uses forward KL to imitate off-policy guidance, encouraging on-policy exploration toward reliable regions. Experiments show that TrOPD consistently outperforms SoTA OPD baselines, including OPD, EOPD, and REOPOLD, across mathematical reasoning, code generation, and general-domain benchmarks.

On-policy distillation (OPD) has recently emerged as an effective post-training paradigm for consolidating the capabilities of specialized expert models into a single student model. Despite its empirical success, the conditions under which OPD yields reliable improvement remain poorly understood. In this work, we identify two fundamental bottlenecks that limit effective OPD: insufficient exploration of informative states and unreliable teacher supervision for student rollouts. Building on this insight, we propose Uni-OPD, a unified OPD framework that generalizes across Large Language Models (LLMs) and Multimodal Large Language Models (MLLMs), centered on a dual-perspective optimization strategy. Specifically, from the student's perspective, we adopt two data balancing strategies to promote exploration of informative student-generated states during training. From the teacher's perspective, we show that reliable supervision hinges on whether aggregated token-level guidance remains order-consistent with the outcome reward. To this end, we develop an outcome-guided margin calibration mechanism to restore order consistency between correct and incorrect trajectories. We conduct extensive experiments on 5 domains and 16 benchmarks covering diverse settings, including single-teacher and multi-teacher distillation across LLMs and MLLMs, strong-to-weak distillation, and cross-modal distillation. Our results verify the effectiveness and versatility of Uni-OPD and provide practical insights into reliable OPD.

Reinforcement learning (RL) has emerged as a central paradigm for post-training LLM agents, yet its trajectory-level reward signal provides only coarse supervision for long-horizon interaction. On-Policy Self-Distillation (OPSD) complements RL by introducing dense token-level guidance from a teacher branch augmented with privileged context. However, transferring OPSD to multi-turn agents proves problematic: compounding multi-turn instability destabilizes supervision, while skill-conditioned privileged guidance requires asymmetric treatment for negative teacher rejections may arise from imperfect skills retrieval or utilization. We introduce SDAR (Self-Distilled Agentic Reinforcement Learning), which treats OPSD as a gated auxiliary objective while keeping RL as the primary optimization backbone. SDAR maps detached token-level signals into a sigmoid gate, strengthening distillation on teacher-endorsed positive-gap tokens and softly attenuating negative teacher rejections. Across the Qwen2.5 and Qwen3 families on ALFWorld, WebShop, and Search-QA, SDAR substantially improves over GRPO (+9.4% on ALFWorld, +7.0% on Search-QA, +10.2% on WebShop-Acc), avoids the instability of naive GRPO+OPSD, and consistently outperforms hybrid RL--OPSD baselines across model scales.

Diffusion models have revolutionized image and video generation, achieving unprecedented visual quality. However, their reliance on transformer architectures incurs prohibitively high computational costs, particularly when extending generation to long videos. Recent work has explored autoregressive formulations for long video generation, typically by distilling from short-horizon bidirectional teachers. Nevertheless, given that teacher models cannot synthesize long videos, the extrapolation of student models beyond their training horizon often leads to pronounced quality degradation, arising from the compounding of errors within the continuous latent space. In this paper, we propose a simple yet effective approach to mitigate quality degradation in long-horizon video generation without requiring supervision from long-video teachers or retraining on long video datasets. Our approach centers on exploiting the rich knowledge of teacher models to provide guidance for the student model through sampled segments drawn from self-generated long videos. Our method maintains temporal consistency while scaling video length by up to 20x beyond teacher's capability, avoiding common issues such as over-exposure and error-accumulation without recomputing overlapping frames like previous methods. When scaling up the computation, our method shows the capability of generating videos up to 4 minutes and 15 seconds, equivalent to 99.9% of the maximum span supported by our base model's position embedding and more than 50x longer than that of our baseline model. Experiments on standard benchmarks and our proposed improved benchmark demonstrate that our approach substantially outperforms baseline methods in both fidelity and consistency. Our long-horizon videos demo can be found at https://self-forcing-plus-plus.github.io/

Reinforcement Learning with Verifiable Rewards (RLVR) has emerged as a promising paradigm for post-training reasoning models. However, group-based methods such as Group Relative Policy Optimization (GRPO) face a critical dilemma in sparse-reward settings: pure Reinforcement Learning (RL) suffers from advantage collapse and high-variance gradient estimation, while mixed-policy optimization introduces persistent distributional bias. To resolve this dilemma, we introduce Hindsight-Anchored Policy Optimization (HAPO). HAPO employs the Synthetic Success Injection (SSI) operator, a hindsight mechanism that selectively anchors optimization to teacher demonstrations during failure. This injection is governed by a Thompson sampling-inspired gating mechanism, creating an autonomous, self-paced curriculum. Theoretically, we demonstrate that HAPO achieves asymptotic consistency: by naturally annealing the teacher signal as the policy improves, HAPO recovers the unbiased on-policy gradient. This ensures off-policy guidance acts as a temporary scaffold rather than a persistent ceiling, enabling the model to surpass the limitations of static teacher forcing.

Image memorability, i.e., how likely an image is to be remembered, has traditionally been studied in computer vision either as a passive prediction task, with models regressing a scalar score, or with generative methods altering the visual input to boost the image likelihood of being remembered. Yet, none of these paradigms supports users at capture time, when the crucial question is how to improve a photo memorability. We introduce the task of Memorability Feedback (MemFeed), where an automated model should provide actionable, human-interpretable guidance to users with the goal to enhance an image future recall. We also present MemCoach, the first approach designed to provide concrete suggestions in natural language for memorability improvement (e.g., "emphasize facial expression," "bring the subject forward"). Our method, based on Multimodal Large Language Models (MLLMs), is training-free and employs a teacher-student steering strategy, aligning the model internal activations toward more memorable patterns learned from a teacher model progressing along least-to-most memorable samples. To enable systematic evaluation on this novel task, we further introduce MemBench, a new benchmark featuring sequence-aligned photoshoots with annotated memorability scores. Our experiments, considering multiple MLLMs, demonstrate the effectiveness of MemCoach, showing consistently improved performance over several zero-shot models. The results indicate that memorability can not only be predicted but also taught and instructed, shifting the focus from mere prediction to actionable feedback for human creators.

On-policy distillation offers dense, per-token supervision for training reasoning models; however, it remains unclear under which conditions this signal is beneficial and under which it is detrimental. Which teacher model should be used, and in the case of self-distillation, which specific context should serve as the supervisory signal? Does the optimal choice vary from one token to the next? At present, addressing these questions typically requires costly training runs whose aggregate performance metrics obscure the dynamics at the level of individual tokens. We introduce a training-free diagnostic framework that operates at the highest resolution: per token, per question, and per teacher. We derive an ideal per-node gradient defined as the parameter update that maximally increases the student's probability of success. We then develop a scalable targeted-rollout algorithm to estimate this gradient efficiently, even for long chains of intermediate thoughts. The gradient alignment score, defined as the cosine similarity between this ideal gradient and any given distillation gradient, quantifies the extent to which a particular configuration approximates the ideal signal. Across a range of self-distillation settings and external teacher models, we observe that distillation guidance exhibits substantially higher alignment with the ideal on incorrect rollouts than on correct ones, where the student already performs well and the teacher's signal tends to become noisy. Furthermore, we find that the optimal distillation context depends jointly on the student model's capacity and the target task, and that no single universally effective configuration emerges. These findings motivate the use of per-task, per-token diagnostic analyses for distillation.

The Distribution Matching Distillation (DMD) has been successfully applied to text-to-image diffusion models such as Stable Diffusion (SD) 1.5. However, vanilla DMD suffers from convergence difficulties on large-scale flow-based text-to-image models, such as SD 3.5 and FLUX. In this paper, we first analyze the issues when applying vanilla DMD on large-scale models. Then, to overcome the scalability challenge, we propose implicit distribution alignment (IDA) to regularize the distance between the generator and fake distribution. Furthermore, we propose intra-segment guidance (ISG) to relocate the timestep importance distribution from the teacher model. With IDA alone, DMD converges for SD 3.5; employing both IDA and ISG, DMD converges for SD 3.5 and FLUX.1 dev. Along with other improvements such as scaled up discriminator models, our final model, dubbed SenseFlow, achieves superior performance in distillation for both diffusion based text-to-image models such as SDXL, and flow-matching models such as SD 3.5 Large and FLUX. The source code will be avaliable at https://github.com/XingtongGe/SenseFlow.

While the rapid adoption of multimodal generative models offers immense potential, it has also increased the risks of harmful content synthesis, deepfakes, and copyright infringements. To address these challenges, concept erasure has emerged as a prospective safeguard. However, as the field gradually transitions from U-Net-based diffusion models to Rectified Flow Transformers, erasure research has struggled to keep pace. In this work, we introduce GEM, a simple but highly effective erasure framework for Rectified Flow models. As part of our contribution, we establish a principled bridge between trajectory-based unlearning grounded in Generative Flow Networks and classic teacher-guided erasure: we translate trajectory-based signals into a teacher-guided flow-matching setup that unifies the strengths of both paradigms. Concretely, a teacher provides complementary attraction and repulsion signals that we combine into a single geometric guidance objective, yielding targeted suppression of unwanted concepts while preserving benign generation.

Tool-integrated reasoning (TIR) is difficult to scale to small language models due to instability in long-horizon tool interactions and limited model capacity. While reinforcement learning methods like group relative policy optimization provide only sparse outcome-level rewards. Recently, on-policy distillation (OPD) has gained popularity by supplying dense token-level supervision from a teacher on student-generated trajectories. However, our experiments indicate that applying OPD to TIR leads to a critical failure mode: erroneous tool calls tend to cascade across subsequent reasoning steps, progressively amplifying student-teacher divergence and rendering the teacher's token-level supervision increasingly unreliable. To address this, we propose SOD, a step-wise on-policy distillation framework for small language model agents, which adaptively reweights distillation strength at each step based on step-level divergence. Therefore, SOD can attenuate potentially misleading teacher signals in high-divergence regions while preserving dense guidance in well-aligned states. Experiments on challenging math, science, and code benchmarks show that SOD achieves up to 20.86% improvement over the second-best baseline. Notably, our 0.6B student achieves 26.13% on AIME 2025, demonstrating effective transfer of agentic reasoning to lightweight models. Our code is available at https://github.com/YoungZ365/SOD.

Reinforcement learning (RL) has been widely used to train LLM agents for multi-turn interactive tasks, but its sample efficiency is severely limited by sparse rewards and long horizons. On-policy self-distillation (OPSD) alleviates this by providing dense token-level supervision from a privileged teacher that has access to ground-truth answers. However, such fixed privileged information cannot capture the diverse valid strategies in agent tasks, and naively combining OPSD with RL often leads to training collapse. To address these limitations, we introduce Skill-SD, a framework that turns the agent's own trajectories into dynamic training-only supervision. Completed trajectories are summarized into compact natural language skills that describe successful behaviors, mistakes, and workflows. These skills serve as dynamic privileged information conditioning only the teacher, while the student always acts under the plain task prompt and learns to internalize the guidance through distillation. To stabilize the training, we derive an importance-weighted reverse-KL loss to provide gradient-correct token-level distillation, and dynamically synchronize the teacher with the improving student. Experimental results on agentic benchmarks demonstrate that Skill-SD substantially outperforms the standard RL baseline, improving both vanilla GRPO (+14.0%/+10.9% on AppWorld/Sokoban) and vanilla OPD (+42.1%/+40.6%). Project page: https://k1xe.github.io/skill-sd/

While achieving exceptional generative quality, modern diffusion, flow, and other matching models suffer from slow inference, as they require many steps of iterative generation. Recent distillation methods address this by training efficient one-step generators under the guidance of a pre-trained teacher model. However, these methods are often constrained to only one specific framework, e.g., only to diffusion or only to flow models. Furthermore, these methods are naturally data-free, and to benefit from the usage of real data, it is required to use an additional complex adversarial training with an extra discriminator model. In this paper, we present RealUID, a universal distillation framework for all matching models that seamlessly incorporates real data into the distillation procedure without GANs. Our RealUID approach offers a simple theoretical foundation that covers previous distillation methods for Flow Matching and Diffusion models, and is also extended to their modifications, such as Bridge Matching and Stochastic Interpolants. The code can be found in https://github.com/David-cripto/RealUID.

Recent hybrid video generation models combine autoregressive temporal dynamics with diffusion-based spatial denoising, but their sequential, iterative nature leads to error accumulation and long inference times. In this work, we propose a distillation-based framework for efficient causal video generation that enables high-quality synthesis with extremely limited denoising steps. Our approach builds upon the Distribution Matching Distillation (DMD) framework and proposes a novel Adversarial Self-Distillation (ASD) strategy, which aligns the outputs of the student model's n-step denoising process with its (n+1)-step version at the distribution level. This design provides smoother supervision by bridging small intra-student gaps and more informative guidance by combining teacher knowledge with locally consistent student behavior, substantially improving training stability and generation quality in extremely few-step scenarios (e.g., 1-2 steps). In addition, we present a First-Frame Enhancement (FFE) strategy, which allocates more denoising steps to the initial frames to mitigate error propagation while applying larger skipping steps to later frames. Extensive experiments on VBench demonstrate that our method surpasses state-of-the-art approaches in both one-step and two-step video generation. Notably, our framework produces a single distilled model that flexibly supports multiple inference-step settings, eliminating the need for repeated re-distillation and enabling efficient, high-quality video synthesis.

Quadrupedal robots with manipulators offer strong mobility and adaptability for grasping in unstructured, dynamic environments through coordinated whole-body control. However, existing research has predominantly focused on static-object grasping, neglecting the challenges posed by dynamic targets and thus limiting applicability in dynamic scenarios such as logistics sorting and human-robot collaboration. To address this, we introduce DQ-Bench, a new benchmark that systematically evaluates dynamic grasping across varying object motions, velocities, heights, object types, and terrain complexities, along with comprehensive evaluation metrics. Building upon this benchmark, we propose DQ-Net, a compact teacher-student framework designed to infer grasp configurations from limited perceptual cues. During training, the teacher network leverages privileged information to holistically model both the static geometric properties and dynamic motion characteristics of the target, and integrates a grasp fusion module to deliver robust guidance for motion planning. Concurrently, we design a lightweight student network that performs dual-viewpoint temporal modeling using only the target mask, depth map, and proprioceptive state, enabling closed-loop action outputs without reliance on privileged data. Extensive experiments on DQ-Bench demonstrate that DQ-Net achieves robust dynamic objects grasping across multiple task settings, substantially outperforming baseline methods in both success rate and responsiveness.

While diffusion distillation has enabled one-step generation through methods like Variational Score Distillation, adapting distilled models to emerging new controls -- such as novel structural constraints or latest user preferences -- remains challenging. Conventional approaches typically requires modifying the base diffusion model and redistilling it -- a process that is both computationally intensive and time-consuming. To address these challenges, we introduce Joint Distribution Matching (JDM), a novel approach that minimizes the reverse KL divergence between image-condition joint distributions. By deriving a tractable upper bound, JDM decouples fidelity learning from condition learning. This asymmetric distillation scheme enables our one-step student to handle controls unknown to the teacher model and facilitates improved classifier-free guidance (CFG) usage and seamless integration of human feedback learning (HFL). Experimental results demonstrate that JDM surpasses baseline methods such as multi-step ControlNet by mere one-step in most cases, while achieving state-of-the-art performance in one-step text-to-image synthesis through improved usage of CFG or HFL integration.

Recent advancements in large language models (LLMs) have raised concerns about inference costs, increasing the need for research into model compression. While knowledge distillation (KD) is a prominent method for this, research on KD for generative language models like LLMs is relatively sparse, and the approach of distilling student-friendly knowledge, which has shown promising performance in KD for classification models, remains unexplored in generative language models. To explore this approach, we propose PromptKD, a simple yet effective method that utilizes prompt tuning - for the first time in KD - to enable generative language models to transfer student-friendly knowledge. Unlike previous works in classification that require fine-tuning the entire teacher model for extracting student-friendly knowledge, PromptKD achieves similar effects by adding a small number of prompt tokens and tuning only the prompt with student guidance. Extensive experiments on instruction-following datasets using the GPT-2 model family show that PromptKD achieves state-of-the-art performance while adding only 0.0007% of the teacher's parameters as prompts. Further analysis suggests that distilling student-friendly knowledge alleviates exposure bias effectively throughout the entire training process, leading to performance enhancements.

On-policy reinforcement learning has become the dominant paradigm for reasoning alignment in large language models, yet its sparse, outcome-level rewards make token-level credit assignment notoriously difficult. On-Policy Distillation (OPD) alleviates this by introducing dense, token-level KL supervision from a teacher model, but typically applies this supervision uniformly across all rollouts, ignoring fundamental differences in signal quality. We propose Signal-Calibrated On-Policy Distillation Enhancement (SCOPE), a dual-path adaptive training framework that routes on-policy rollouts by correctness into two complementary supervision paths. For incorrect trajectories, SCOPE performs teacher-perplexity-weighted KL distillation to prioritize instances where the teacher demonstrates genuine corrective capability, while down-weighting unreliable guidance. For correct trajectories, it applies student-perplexity-weighted MLE to concentrate reinforcement on low-confidence samples at the capability boundary rather than over-reinforcing already mastered ones. Both paths employ a group-level normalization to adaptively calibrate weight distributions, accounting for the intrinsic difficulty variance across prompts. Extensive experiments on six reasoning benchmarks show that SCOPE achieves an average relative improvement of 11.42% in Avg@32 and 7.30% in Pass@32 over competitive baselines, demonstrating its consistent effectiveness.

Vision-Language Models (VLMs) have achieved remarkable progress, yet their large scale often renders them impractical for resource-constrained environments. This paper introduces Unified Reinforcement and Imitation Learning (RIL), a novel and efficient training algorithm designed to create powerful, lightweight VLMs. RIL distinctively combines the strengths of reinforcement learning with adversarial imitation learning. This enables smaller student VLMs not only to mimic the sophisticated text generation of large teacher models but also to systematically improve their generative capabilities through reinforcement signals. Key to our imitation framework is an LLM-based discriminator that adeptly distinguishes between student and teacher outputs, complemented by guidance from multiple large teacher VLMs to ensure diverse learning. This unified learning strategy, leveraging both reinforcement and imitation, empowers student models to achieve significant performance gains, making them competitive with leading closed-source VLMs. Extensive experiments on diverse vision-language benchmarks demonstrate that RIL significantly narrows the performance gap with state-of-the-art open- and closed-source VLMs and, in several instances, surpasses them.

Autoregressive (AR) visual generation relies on tokenizers to map images to and from discrete sequences. However, tokenizers are trained to reconstruct clean images from ground-truth tokens, while AR generators are optimized only for token likelihood. This misalignment leads to generated token sequences that may decode into low-quality images, without direct supervision from the pixel space. We propose VA-π, a lightweight post-training framework that directly optimizes AR models with a principled pixel-space objective. VA-π formulates the generator-tokenizer alignment as a variational optimization, deriving an evidence lower bound (ELBO) that unifies pixel reconstruction and autoregressive modeling. To optimize under the discrete token space, VA-π introduces a reinforcement-based alignment strategy that treats the AR generator as a policy, uses pixel-space reconstruction quality as its intrinsic reward. The reward is measured by how well the predicted token sequences can reconstruct the original image under teacher forcing, giving the model direct pixel-level guidance without expensive free-running sampling. The regularization term of the ELBO serves as a natural regularizer, maintaining distributional consistency of tokens. VA-π enables rapid adaptation of existing AR generators, without neither tokenizer retraining nor external reward models. With only 1% ImageNet-1K data and 25 minutes of tuning, it reduces FID from 14.36 to 7.65 and improves IS from 86.55 to 116.70 on LlamaGen-XXL, while also yielding notable gains in the text-to-image task on GenEval for both visual generation model (LlamaGen: from 0.306 to 0.339) and unified multi-modal model (Janus-Pro: from 0.725 to 0.744). Code is available at https://github.com/Lil-Shake/VA-Pi.

Large language model (LLM) post-training is essential for improving reasoning, adaptation, and alignment. Existing methods mainly follow two paradigms: reinforcement learning (RL) and on-policy distillation (OPD). However, RL relies on coarse-grained outcome supervision, resulting in difficult credit assignment and limited capability to acquire new knowledge. OPD, meanwhile, unconditionally matches teacher logits through KL divergence, which creates a dilemma: similar teachers provide little new knowledge, while substantially different teachers often yield ineffective guidance, largely restricting OPD to within-family distillation. We propose Distilled Reinforcement Learning (Distilled RL), which integrates teacher supervision into the RL objective to provide fine-grained guidance, selectively transfer new knowledge and avoid unconditional imitation. Distilled RL contains three components: reverse importance sampling with clipping, negative sample reset, and sequence-level geometric normalization. Through a concise and interpretable case study, we demonstrate that Distilled RL can effectively transfer previously unavailable knowledge from a teacher model to a student model. Extensive experiments across both within-family and cross-family distillation settings show that Distilled RL substantially outperforms standard RL and OPD in terms of both pass@1 and pass@k. Our code is available at https://github.com/597358816/Distilled-RL.

Graphical User Interface (GUI) grounding maps natural language instructions to the visual coordinates of target elements and serves as a core capability for autonomous GUI agents. Recent reinforcement learning methods (e.g., GRPO) have achieved strong performance, but they rely on expensive multiple rollouts and suffer from sparse signals on hard samples. These limitations make on-policy self-distillation (OPSD), which provides dense token-level supervision from a single rollout, a promising alternative. However, its applicability to GUI grounding remains unexplored. In this paper, we present GUI-SD, the first OPSD framework tailored for GUI grounding. First, it constructs a visually enriched privileged context for the teacher using a target bounding box and a Gaussian soft mask, providing informative guidance without leaking exact coordinates. Second, it employs entropy-guided distillation, which adaptively weights tokens based on digit significance and teacher confidence, concentrating optimization on the most impactful and reliable positions. Extensive experiments on six representative GUI grounding benchmarks show that GUI-SD consistently outperforms GRPO-based methods and naive OPSD in both accuracy and training efficiency. Code and training data are available at https://zhangyan-ucas.github.io/GUI-SD/.

Continual Learning (CL) methods have traditionally focused on mitigating catastrophic forgetting through gradient-based retraining, an approach ill-suited for deployed agents that must adapt in real time. We introduce our Adaptive Teaching and Learning System (ATLAS), a dual-agent architecture that decouples reasoning (Teacher) from execution (Student) and incorporates a persistent learning memory that stores distilled guidance from experience. This informs the orchestration layer, enabling the system to dynamically adjust its operational strategies, such as supervision level or initial plan selection, at inference time. In doing so, ATLAS achieves gradient-free continual learning, shifting the locus of adaptation from model parameters to system-level orchestration. We formulate this as a system-centric paradigm for continual learning, where the objective is adaptive efficiency: maximizing task success while minimizing computational cost through inference-time orchestration rather than parameter updates. Evaluated on Microsoft's ExCyTIn-Bench, an open-source benchmark simulating complex cyberthreat investigation, ATLAS achieves 54.1% success with GPT-5-mini as its Student, outperforming the larger GPT-5 (High) by 13% while reducing cost by 86%. Cross-incident validation demonstrates generalization: frozen pamphlets from Incident #5 improve accuracy from 28% to 41% with zero retraining, while shifting output composition from verbose exploration to structured reasoning. Together, these findings establish gradient-free continual learning as a viable path toward adaptive, deployable AI systems and provide causally annotated traces valuable for training explicit world models.

Strategic planning is critical for multi-step reasoning, yet compact Large Language Models (LLMs) often lack the capacity to formulate global strategies, leading to error propagation in long-horizon tasks. Our analysis reveals that LLMs possess latent reasoning capabilities that can be unlocked when conditioned on explicit plans from a teacher model; however, runtime reliance on external guidance is often impractical due to latency and availability constraints. To bridge this gap, we propose PILOT (Planning via Internalized Latent Optimization Trajectories), a non-invasive framework designed to internalize the strategic oversight of large models into intrinsic Latent Guidance. Instead of altering backbone weights, PILOT employs a lightweight Hyper-Network to synthesize a query-conditioned Latent Guidance vector. This vector acts as an internal steering mechanism, guiding the model's representations toward optimal reasoning paths. Extensive experiments on mathematical and coding benchmarks demonstrate that PILOT effectively stabilizes reasoning trajectories, consistently outperforming strong baselines (e.g., +8.9% on MATH500) with negligible inference latency.

Diffusion distillation has emerged as a promising strategy for accelerating text-to-image (T2I) diffusion models by distilling a pretrained score network into a one- or few-step generator. While existing methods have made notable progress, they often rely on real or teacher-synthesized images to perform well when distilling high-resolution T2I diffusion models such as Stable Diffusion XL (SDXL), and their use of classifier-free guidance (CFG) introduces a persistent trade-off between text-image alignment and generation diversity. We address these challenges by optimizing Score identity Distillation (SiD) -- a data-free, one-step distillation framework -- for few-step generation. Backed by theoretical analysis that justifies matching a uniform mixture of outputs from all generation steps to the data distribution, our few-step distillation algorithm avoids step-specific networks and integrates seamlessly into existing pipelines, achieving state-of-the-art performance on SDXL at 1024x1024 resolution. To mitigate the alignment-diversity trade-off when real text-image pairs are available, we introduce a Diffusion GAN-based adversarial loss applied to the uniform mixture and propose two new guidance strategies: Zero-CFG, which disables CFG in the teacher and removes text conditioning in the fake score network, and Anti-CFG, which applies negative CFG in the fake score network. This flexible setup improves diversity without sacrificing alignment. Comprehensive experiments on SD1.5 and SDXL demonstrate state-of-the-art performance in both one-step and few-step generation settings, along with robustness to the absence of real images. Our efficient PyTorch implementation, along with the resulting one- and few-step distilled generators, will be released publicly as a separate branch at https://github.com/mingyuanzhou/SiD-LSG.

In this paper we apply self-knowledge distillation to text summarization which we argue can alleviate problems with maximum-likelihood training on single reference and noisy datasets. Instead of relying on one-hot annotation labels, our student summarization model is trained with guidance from a teacher which generates smoothed labels to help regularize training. Furthermore, to better model uncertainty during training, we introduce multiple noise signals for both teacher and student models. We demonstrate experimentally on three benchmarks that our framework boosts the performance of both pretrained and non-pretrained summarizers achieving state-of-the-art results.

Visual tokens consume substantial computational resources in multi-modal large models (MLLMs), significantly compromising their efficiency. Recent works have attempted to improve efficiency by compressing visual tokens during training, either through modifications to model components or by introducing additional parameters. However, they often overlook the increased learning difficulty caused by such compression, as the model's parameter space struggles to quickly adapt to the substantial perturbations in the feature space induced by token compression. In this work, we propose to develop Efficient MLLMs via Progressive Consistency Distillation (EPIC), a progressive learning framework. Specifically, by decomposing the feature space perturbations introduced by token compression along the token-wise and layer-wise dimensions, we introduce token consistency distillation and layer consistency distillation, respectively, aiming to reduce the training difficulty by leveraging guidance from a teacher model and following a progressive learning trajectory. Extensive experiments demonstrate the superior effectiveness, robustness, and generalization capabilities of our proposed framework.

Adapting large language models (LLMs) to long-context tasks requires post-training methods that remain accurate and coherent over thousands of tokens. Existing approaches are limited in several ways: 1) off-policy methods such as supervised fine-tuning (SFT) and knowledge distillation (KD) suffer from exposure bias and limited recovery from model-generated errors over long horizons; 2) on-policy reinforcement learning methods such as Group Relative Policy Optimization (GRPO) better align training with model-generated states, but are unstable and sample-inefficient due to sparse rewards; 3) on-policy distillation (OPD) provides dense token-level guidance, but does not directly optimize arbitrary reward signals. In this paper, we propose Distilled Group Relative Policy Optimization (dGRPO), a method for long-context reasoning that augments GRPO with dense guidance from a stronger teacher via OPD. We also introduce LongBlocks, a synthetic long-context dataset spanning multi-hop reasoning, contextual grounding, and long-form generation. We conduct extensive experiments and ablations comparing off-policy training, sparse-reward GRPO, and our combined approach, leading to an improved recipe for long-context alignment. Overall, our results show that combining outcome-based policy optimization with knowledge distillation in a single objective provides a more stable and effective path to long-context reasoning, while preserving short-context capabilities.

Recent advances in test-time scaling have led to the emergence of thinking LLMs that exhibit self-reflective behaviors and multi-step reasoning. While RL drives this self-improvement paradigm, a recent study (Gandhi et al., 2025) shows that RL alone does not truly instill these new reasoning abilities - it merely draws out behaviors already present in the base models. This raises a question: How can we train the models that don't exhibit such thinking behavior to develop it in the first place? To this end, we propose ThinkTuning, a GRPO-based interactive training approach where we augment the rollouts of a student model with the guidance from a teacher model. A simple idea from classroom practice inspires our method: a teacher poses a problem, lets the student try an answer, then gives corrective feedback -- enough to point the mind in the right direction and then show the solution. Each piece of feedback reshapes the student's thoughts, leading them to arrive at the correct solution. Similarly, we find that this type of implicit supervision through feedback from a teacher model of the same size improves the reasoning capabilities of the student model. In particular, on average, our method shows a 3.85% improvement over zero-shot baselines across benchmarks, and on MATH-500, AIME and GPQA-Diamond it shows 2.08%, 2.23% and 3.99% improvements over the vanilla-GRPO baseline. Source code is available at https://github.com/3rdAT/ThinkTuning.

Pretrained language models (PLMs) such as BERT adopt a training paradigm which first pretrain the model in general data and then finetune the model on task-specific data, and have recently achieved great success. However, PLMs are notorious for their enormous parameters and hard to be deployed on real-life applications. Knowledge distillation has been prevailing to address this problem by transferring knowledge from a large teacher to a much smaller student over a set of data. We argue that the selection of thee three key components, namely teacher, training data, and learning objective, is crucial to the effectiveness of distillation. We, therefore, propose a four-stage progressive distillation framework ERNIE-Tiny to compress PLM, which varies the three components gradually from general level to task-specific level. Specifically, the first stage, General Distillation, performs distillation with guidance from pretrained teacher, gerenal data and latent distillation loss. Then, General-Enhanced Distillation changes teacher model from pretrained teacher to finetuned teacher. After that, Task-Adaptive Distillation shifts training data from general data to task-specific data. In the end, Task-Specific Distillation, adds two additional losses, namely Soft-Label and Hard-Label loss onto the last stage. Empirical results demonstrate the effectiveness of our framework and generalization gain brought by ERNIE-Tiny.In particular, experiments show that a 4-layer ERNIE-Tiny maintains over 98.0%performance of its 12-layer teacher BERT base on GLUE benchmark, surpassing state-of-the-art (SOTA) by 1.0% GLUE score with the same amount of parameters. Moreover, ERNIE-Tiny achieves a new compression SOTA on five Chinese NLP tasks, outperforming BERT base by 0.4% accuracy with 7.5x fewer parameters and9.4x faster inference speed.

Diffusion-based real-world image super-resolution (Real-ISR) methods have demonstrated impressive performance. To achieve efficient Real-ISR, many works employ Variational Score Distillation (VSD) to distill pre-trained stable-diffusion (SD) model for one-step SR with a fixed timestep. However, due to the different noise injection timesteps, the SD will perform different generative priors. Therefore, a fixed timestep is difficult for these methods to fully leverage the generative priors in SD, leading to suboptimal performance. To address this, we propose a Time-Aware one-step Diffusion Network for Real-ISR (TADSR). We first introduce a Time-Aware VAE Encoder, which projects the same image into different latent features based on timesteps. Through joint dynamic variation of timesteps and latent features, the student model can better align with the input pattern distribution of the pre-trained SD, thereby enabling more effective utilization of SD's generative capabilities. To better activate the generative prior of SD at different timesteps, we propose a Time-Aware VSD loss that bridges the timesteps of the student model and those of the teacher model, thereby producing more consistent generative prior guidance conditioned on timesteps. Additionally, though utilizing the generative prior in SD at different timesteps, our method can naturally achieve controllable trade-offs between fidelity and realism by changing the timestep condition. Experimental results demonstrate that our method achieves both state-of-the-art performance and controllable SR results with only a single step.

The emergence of Large Language Models (LLMs) has brought to light promising language generation capabilities, particularly in performing tasks like complex reasoning and creative writing. Consequently, distillation through imitation of teacher responses has emerged as a popular technique to transfer knowledge from LLMs to more accessible, Small Language Models (SLMs). While this works well for simpler tasks, there is a substantial performance gap on tasks requiring intricate language comprehension and creativity, such as humor generation. We hypothesize that this gap may stem from the fact that creative tasks might be hard to learn by imitation alone and explore whether an approach, involving supplementary guidance from the teacher, could yield higher performance. To address this, we study the effect of assigning a dual role to the LLM - as a "teacher" generating data, as well as a "critic" evaluating the student's performance. Our experiments on humor generation reveal that the incorporation of feedback significantly narrows the performance gap between SLMs and their larger counterparts compared to merely relying on imitation. As a result, our research highlights the potential of using feedback as an additional dimension to data when transferring complex language abilities via distillation.

Training vision-language models (VLMs) for complex reasoning remains a challenging task, i.a. due to the scarcity of high-quality image-text reasoning data. Conversely, text-based reasoning resources are abundant and scalable, but it is still an open question how to leveraging them for VLM reasoning. To address this problem, we propose VOLD, a framework to transfer reasoning capabilities from text-only teacher models to VLM student models. To this end, VOLD combines reinforcement learning via Group Relative Policy Optimization (GRPO) with on-policy distillation, which allows the student reasoning traces to be guided by the teacher model, resulting in a significant gain over using GRPO alone. We further show that a cold-start alignment is essential for an effective transfer during the online training phase in this scenario and that without sufficient distributional alignment between teacher and student, on-policy distillation fails to provide meaningful guidance. We evaluate VOLD across diverse benchmarks including MMMU-Pro, MathVision, MathVista, and LogicVista, showing that VOLD outperforms the baseline model significantly and improves over the state of the art by a margin. Our ablation shows the importance of a cold-start alignment via SFT for on-policy distillation with a text-only teacher.

Chain-of-Thought (CoT) prompting has emerged as a powerful approach to enhancing the reasoning capabilities of Large Language Models (LLMs). However, existing implementations, such as in-context learning and fine-tuning, remain costly and inefficient. To improve CoT reasoning at a lower cost, and inspired by the task vector paradigm, we introduce CoT Vectors, compact representations that encode task-general, multi-step reasoning knowledge. Through experiments with Extracted CoT Vectors, we observe pronounced layer-wise instability, manifesting as a U-shaped performance curve that reflects a systematic three-stage reasoning process in LLMs. To address this limitation, we propose Learnable CoT Vectors, optimized under a teacher-student framework to provide more stable and robust guidance. Extensive evaluations across diverse benchmarks and models demonstrate that CoT Vectors not only outperform existing baselines but also achieve performance comparable to parameter-efficient fine-tuning methods, while requiring fewer trainable parameters. Moreover, by treating CoT Vectors as a probe, we uncover how their effectiveness varies due to latent space structure, information density, acquisition mechanisms, and pre-training differences, offering new insights into the functional organization of multi-step reasoning in LLMs. The source code will be released.

In this paper, we propose a unified layout planning and image generation model, PlanGen, which can pre-plan spatial layout conditions before generating images. Unlike previous diffusion-based models that treat layout planning and layout-to-image as two separate models, PlanGen jointly models the two tasks into one autoregressive transformer using only next-token prediction. PlanGen integrates layout conditions into the model as context without requiring specialized encoding of local captions and bounding box coordinates, which provides significant advantages over the previous embed-and-pool operations on layout conditions, particularly when dealing with complex layouts. Unified prompting allows PlanGen to perform multitasking training related to layout, including layout planning, layout-to-image generation, image layout understanding, etc. In addition, PlanGen can be seamlessly expanded to layout-guided image manipulation thanks to the well-designed modeling, with teacher-forcing content manipulation policy and negative layout guidance. Extensive experiments verify the effectiveness of our PlanGen in multiple layoutrelated tasks, showing its great potential. Code is available at: https://360cvgroup.github.io/PlanGen.

Occupancy prediction provides critical geometric and semantic understanding for robotics but faces efficiency-accuracy trade-offs. Current dense methods suffer computational waste on empty voxels, while sparse query-based approaches lack robustness in diverse and complex indoor scenes. In this paper, we propose DiScene, a novel sparse query-based framework that leverages multi-level distillation to achieve efficient and robust occupancy prediction. In particular, our method incorporates two key innovations: (1) a Multi-level Consistent Knowledge Distillation strategy, which transfers hierarchical representations from large teacher models to lightweight students through coordinated alignment across four levels, including encoder-level feature alignment, query-level feature matching, prior-level spatial guidance, and anchor-level high-confidence knowledge transfer and (2) a Teacher-Guided Initialization policy, employing optimized parameter warm-up to accelerate model convergence. Validated on the Occ-Scannet benchmark, DiScene achieves 23.2 FPS without depth priors while outperforming our baseline method, OPUS, by 36.1% and even better than the depth-enhanced version, OPUS†. With depth integration, DiScene† attains new SOTA performance, surpassing EmbodiedOcc by 3.7% with 1.62times faster inference speed. Furthermore, experiments on the Occ3D-nuScenes benchmark and in-the-wild scenarios demonstrate the versatility of our approach in various environments. Code and models can be accessed at https://github.com/getterupper/DiScene.

Self-training has shown great potential in semi-supervised learning. Its core idea is to use the model learned on labeled data to generate pseudo-labels for unlabeled samples, and in turn teach itself. To obtain valid supervision, active attempts typically employ a momentum teacher for pseudo-label prediction yet observe the confirmation bias issue, where the incorrect predictions may provide wrong supervision signals and get accumulated in the training process. The primary cause of such a drawback is that the prevailing self-training framework acts as guiding the current state with previous knowledge, because the teacher is updated with the past student only. To alleviate this problem, we propose a novel self-training strategy, which allows the model to learn from the future. Concretely, at each training step, we first virtually optimize the student (i.e., caching the gradients without applying them to the model weights), then update the teacher with the virtual future student, and finally ask the teacher to produce pseudo-labels for the current student as the guidance. In this way, we manage to improve the quality of pseudo-labels and thus boost the performance. We also develop two variants of our future-self-training (FST) framework through peeping at the future both deeply (FST-D) and widely (FST-W). Taking the tasks of unsupervised domain adaptive semantic segmentation and semi-supervised semantic segmentation as the instances, we experimentally demonstrate the effectiveness and superiority of our approach under a wide range of settings. Code will be made publicly available.

The teaching career shares common global characteristics, such as internal promotion, performance evaluation, recruitment of top candidates, continuous training, specialization, and peer learning. This study aims to describe the factors associated with the value placed on the teaching career in Peru. A total of 28217 public school teachers were analyzed using data from the 2020 National Teacher Survey. A variable measuring the "value of the teaching career" was constructed using eight indicators and categorized as low, medium, or high. Another variable, vision of the future, was classified as pessimistic, conformist, or optimistic. This observational, cross-sectional, and analytical study included variables related to in-service training, working conditions, professional recognition, and sociodemographic characteristics. Among the teachers surveyed, 45.8 % expressed an optimistic outlook on the future of the profession, 48 % held a conformist view, and only 6.2 % reported a pessimistic perspective. A generalized linear model revealed that the value placed on the teaching career was significantly associated with male gender (p = 0.002), a professional career (p < 0.001), an optimistic outlook (p = 0.033), and working at the primary level (p < 0.001). It was concluded that Peruvian teachers predominantly hold conformist or optimistic views of their profession. This highlights the need to reinforce merit-based advancement, competency-based training, intrinsic motivation, and ongoing professional development

Classifier guidance is a recently introduced method to trade off mode coverage and sample fidelity in conditional diffusion models post training, in the same spirit as low temperature sampling or truncation in other types of generative models. Classifier guidance combines the score estimate of a diffusion model with the gradient of an image classifier and thereby requires training an image classifier separate from the diffusion model. It also raises the question of whether guidance can be performed without a classifier. We show that guidance can be indeed performed by a pure generative model without such a classifier: in what we call classifier-free guidance, we jointly train a conditional and an unconditional diffusion model, and we combine the resulting conditional and unconditional score estimates to attain a trade-off between sample quality and diversity similar to that obtained using classifier guidance.

Guidance is a crucial technique for extracting the best performance out of image-generating diffusion models. Traditionally, a constant guidance weight has been applied throughout the sampling chain of an image. We show that guidance is clearly harmful toward the beginning of the chain (high noise levels), largely unnecessary toward the end (low noise levels), and only beneficial in the middle. We thus restrict it to a specific range of noise levels, improving both the inference speed and result quality. This limited guidance interval improves the record FID in ImageNet-512 significantly, from 1.81 to 1.40. We show that it is quantitatively and qualitatively beneficial across different sampler parameters, network architectures, and datasets, including the large-scale setting of Stable Diffusion XL. We thus suggest exposing the guidance interval as a hyperparameter in all diffusion models that use guidance.

This study applies Activity Theory to investigate how English as a foreign language (EFL) students prompt generative artificial intelligence (AI) tools during short story writing. Sixty-seven Hong Kong secondary school students created generative-AI tools using open-source language models and wrote short stories with them. The study collected and analyzed the students' generative-AI tools, short stories, and written reflections on their conditions or purposes for prompting. The research identified three main themes regarding the purposes for which students prompt generative-AI tools during short story writing: a lack of awareness of purposes, overcoming writer's block, and developing, expanding, and improving the story. The study also identified common characteristics of students' activity systems, including the sophistication of their generative-AI tools, the quality of their stories, and their school's overall academic achievement level, for their prompting of generative-AI tools for the three purposes during short story writing. The study's findings suggest that teachers should be aware of students' purposes for prompting generative-AI tools to provide tailored instructions and scaffolded guidance. The findings may also help designers provide differentiated instructions for users at various levels of story development when using a generative-AI tool.

Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions. However, a complementary goal of explanations is to also communicate useful knowledge that improves weaker agents. Hence, we investigate whether LLMs also make good teachers for weaker agents. In particular, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, we propose a Theory of Mind approach, in which the teacher builds two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we also verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

Algorithmic efficiency techniques such as distillation (hinton2015distillation) are useful in improving model quality without increasing serving costs, provided a larger teacher model is available for a smaller student model to learn from during training. Standard distillation methods are limited to only forcing the student to match the teacher's outputs. Given the costs associated with training a large model, we believe we should be extracting more useful information from a teacher model than by just making the student match the teacher's outputs. In this paper, we introduce \guide (Guided Initialization and Distillation of Embeddings). \guide can be considered a distillation technique that forces the student to match the teacher in the parameter space. Using \guide we show 25-26\% reduction in the teacher-student quality gap when using large student models (400M - 1B parameters) trained on approx 20B tokens. We also present a thorough analysis demonstrating that \guide can be combined with knowledge distillation with near additive improvements. Furthermore, we show that applying \guide alone leads to substantially better model quality than applying knowledge distillation by itself. Most importantly, \guide introduces no training or inference overhead and hence any model quality gains from our method are virtually free.

Generative AI, particularly Language Models (LMs), has the potential to transform real-world domains with societal impact, particularly where access to experts is limited. For example, in education, training novice educators with expert guidance is important for effectiveness but expensive, creating significant barriers to improving education quality at scale. This challenge disproportionately harms students from under-served communities, who stand to gain the most from high-quality education. We introduce Tutor CoPilot, a novel Human-AI approach that leverages a model of expert thinking to provide expert-like guidance to tutors as they tutor. This study is the first randomized controlled trial of a Human-AI system in live tutoring, involving 900 tutors and 1,800 K-12 students from historically under-served communities. Following a preregistered analysis plan, we find that students working with tutors that have access to Tutor CoPilot are 4 percentage points (p.p.) more likely to master topics (p<0.01). Notably, students of lower-rated tutors experienced the greatest benefit, improving mastery by 9 p.p. We find that Tutor CoPilot costs only $20 per-tutor annually. We analyze 550,000+ messages using classifiers to identify pedagogical strategies, and find that tutors with access to Tutor CoPilot are more likely to use high-quality strategies to foster student understanding (e.g., asking guiding questions) and less likely to give away the answer to the student. Tutor interviews highlight how Tutor CoPilot's guidance helps tutors to respond to student needs, though they flag issues in Tutor CoPilot, such as generating suggestions that are not grade-level appropriate. Altogether, our study of Tutor CoPilot demonstrates how Human-AI systems can scale expertise in real-world domains, bridge gaps in skills and create a future where high-quality education is accessible to all students.

Adapting instruction to the fine-grained needs of individual students is a powerful application of recent advances in large language models. These generative AI models can create tasks that correspond to students' interests and enact context personalization, enhancing students' interest in learning academic content. However, when there is a teacher in-the-loop creating or modifying tasks with generative AI, it is unclear how efficient this process might be, despite commercial generative AI tools' claims that they will save teachers time. In the present study, we teamed 7 middle school mathematics teachers with ChatGPT to create personalized versions of problems in their curriculum, to correspond to their students' interests. We look at the prompting moves teachers made, their efficiency when creating problems, and the reactions of their 521 7th grade students who received the personalized assignments. We find that having a teacher-in-the-loop results in generative AI-enhanced personalization being enacted at a relatively broad grain size, whereas students tend to prefer a smaller grain size where they receive specific popular culture references that interest them. Teachers spent a lot of effort adjusting popular culture references and addressing issues with the depth or realism of the problems generated, giving higher or lower levels of ownership to the generative AI. Teachers were able to improve in their ability to craft interesting problems in partnership with generative AI, but this process did not appear to become particularly time efficient as teachers learned and reflected on their students' data, iterating their approaches.

This study examines the relationship between income inequality, gender, and school completion rates in Malaysia using machine learning techniques. The dataset utilized is from the Malaysia's Public Sector Open Data Portal, covering the period 2016-2022. The analysis employs various machine learning techniques, including K-means clustering, ARIMA modeling, Random Forest regression, and Prophet for time series forecasting. These models are used to identify patterns, trends, and anomalies in the data, and to predict future school completion rates. Key findings reveal significant disparities in school completion rates across states, genders, and income levels. The analysis also identifies clusters of states with similar completion rates, suggesting potential regional factors influencing educational outcomes. Furthermore, time series forecasting models accurately predict future completion rates, highlighting the importance of ongoing monitoring and intervention strategies. The study concludes with recommendations for policymakers and educators to address the observed disparities and improve school completion rates in Malaysia. These recommendations include targeted interventions for specific states and demographic groups, investment in early childhood education, and addressing the impact of income inequality on educational opportunities. The findings of this study contribute to the understanding of the factors influencing school completion in Malaysia and provide valuable insights for policymakers and educators to develop effective strategies to improve educational outcomes.

Coaching, which involves classroom observation and expert feedback, is a widespread and fundamental part of teacher training. However, the majority of teachers do not have access to consistent, high quality coaching due to limited resources and access to expertise. We explore whether generative AI could become a cost-effective complement to expert feedback by serving as an automated teacher coach. In doing so, we propose three teacher coaching tasks for generative AI: (A) scoring transcript segments based on classroom observation instruments, (B) identifying highlights and missed opportunities for good instructional strategies, and (C) providing actionable suggestions for eliciting more student reasoning. We recruit expert math teachers to evaluate the zero-shot performance of ChatGPT on each of these tasks for elementary math classroom transcripts. Our results reveal that ChatGPT generates responses that are relevant to improving instruction, but they are often not novel or insightful. For example, 82% of the model's suggestions point to places in the transcript where the teacher is already implementing that suggestion. Our work highlights the challenges of producing insightful, novel and truthful feedback for teachers while paving the way for future research to address these obstacles and improve the capacity of generative AI to coach teachers.

There are substantial instructional videos on the Internet, which provide us tutorials for completing various tasks. Existing instructional video datasets only focus on specific steps at the video level, lacking experiential guidelines at the task level, which can lead to beginners struggling to learn new tasks due to the lack of relevant experience. Moreover, the specific steps without guidelines are trivial and unsystematic, making it difficult to provide a clear tutorial. To address these problems, we present the GUIDE (Guideline-Guided) dataset, which contains 3.5K videos of 560 instructional tasks in 8 domains related to our daily life. Specifically, we annotate each instructional task with a guideline, representing a common pattern shared by all task-related videos. On this basis, we annotate systematic specific steps, including their associated guideline steps, specific step descriptions and timestamps. Our proposed benchmark consists of three sub-tasks to evaluate comprehension ability of models: (1) Step Captioning: models have to generate captions for specific steps from videos. (2) Guideline Summarization: models have to mine the common pattern in task-related videos and summarize a guideline from them. (3) Guideline-Guided Captioning: models have to generate captions for specific steps under the guide of guideline. We evaluate plenty of foundation models with GUIDE and perform in-depth analysis. Given the diversity and practicality of GUIDE, we believe that it can be used as a better benchmark for instructional video comprehension.

The progress in generative AI has fueled AI-powered tools like co-pilots and assistants to provision better guidance, particularly during data analysis. However, research on guidance has not yet examined the perceived efficacy of the source from which guidance is offered and the impact of this source on the user's perception and usage of guidance. We ask whether users perceive all guidance sources as equal, with particular interest in three sources: (i) AI, (ii) human expert, and (iii) a group of human analysts. As a benchmark, we consider a fourth source, (iv) unattributed guidance, where guidance is provided without attribution to any source, enabling isolation of and comparison with the effects of source-specific guidance. We design a five-condition between-subjects study, with one condition for each of the four guidance sources and an additional (v) no-guidance condition, which serves as a baseline to evaluate the influence of any kind of guidance. We situate our study in a custom data preparation and analysis tool wherein we task users to select relevant attributes from an unfamiliar dataset to inform a business report. Depending on the assigned condition, users can request guidance, which the system then provides in the form of attribute suggestions. To ensure internal validity, we control for the quality of guidance across source-conditions. Through several metrics of usage and perception, we statistically test five preregistered hypotheses and report on additional analysis. We find that the source of guidance matters to users, but not in a manner that matches received wisdom. For instance, users utilize guidance differently at various stages of analysis, including expressing varying levels of regret, despite receiving guidance of similar quality. Notably, users in the AI condition reported both higher post-task benefit and regret.

Today's generative AI systems are tuned to present information by default rather than engage users in service of learning as a human tutor would. To address the wide range of potential education use cases for these systems, we reframe the challenge of injecting pedagogical behavior as one of pedagogical instruction following, where training and evaluation examples include system-level instructions describing the specific pedagogy attributes present or desired in subsequent model turns. This framing avoids committing our models to any particular definition of pedagogy, and instead allows teachers or developers to specify desired model behavior. It also clears a path to improving Gemini models for learning -- by enabling the addition of our pedagogical data to post-training mixtures -- alongside their rapidly expanding set of capabilities. Both represent important changes from our initial tech report. We show how training with pedagogical instruction following produces a LearnLM model (available on Google AI Studio) that is preferred substantially by expert raters across a diverse set of learning scenarios, with average preference strengths of 31\% over GPT-4o, 11\% over Claude 3.5, and 13\% over the Gemini 1.5 Pro model LearnLM was based on.

While automatic dialogue tutors hold great potential in making education personalized and more accessible, research on such systems has been hampered by a lack of sufficiently large and high-quality datasets. Collecting such datasets remains challenging, as recording tutoring sessions raises privacy concerns and crowdsourcing leads to insufficient data quality. To address this, we propose a framework to generate such dialogues by pairing human teachers with a Large Language Model (LLM) prompted to represent common student errors. We describe how we use this framework to collect MathDial, a dataset of 3k one-to-one teacher-student tutoring dialogues grounded in multi-step math reasoning problems. While models like GPT-3 are good problem solvers, they fail at tutoring because they generate factually incorrect feedback or are prone to revealing solutions to students too early. To overcome this, we let teachers provide learning opportunities to students by guiding them using various scaffolding questions according to a taxonomy of teacher moves. We demonstrate MathDial and its extensive annotations can be used to finetune models to be more effective tutors (and not just solvers). We confirm this by automatic and human evaluation, notably in an interactive setting that measures the trade-off between student solving success and telling solutions. The dataset is released publicly.

We explore the automatic generation of interactive, scenario-based lessons designed to train novice human tutors who teach middle school mathematics online. Employing prompt engineering through a Retrieval-Augmented Generation approach with GPT-4o, we developed a system capable of creating structured tutor training lessons. Our study generated lessons in English for three key topics: Encouraging Students' Independence, Encouraging Help-Seeking Behavior, and Turning on Cameras, using a task decomposition prompting strategy that breaks lesson generation into sub-tasks. The generated lessons were evaluated by two human evaluators, who provided both quantitative and qualitative evaluations using a comprehensive rubric informed by lesson design research. Results demonstrate that the task decomposition strategy led to higher-rated lessons compared to single-step generation. Human evaluators identified several strengths in the LLM-generated lessons, including well-structured content and time-saving potential, while also noting limitations such as generic feedback and a lack of clarity in some instructional sections. These findings underscore the potential of hybrid human-AI approaches for generating effective lessons in tutor training.

LLM training increasingly relies on teacher-generated supervision, from synthetic responses to reasoning traces and tool-use demonstrations. Current practice often chooses the highest-performing teacher to generate student training data, implicitly treating teacher test performance as a proxy for teaching quality. We show that this assumption can fail: even when multiple teachers provide correct answers to the same question, the answer from the strongest teacher is not necessarily the best supervision for a given student. To address this gap, we propose Student-Centric Answer Sampling (SCAS), a framework that selects from verified teacher-generated answers according to their estimated student-centric learning cost. Motivated by a token-wise gradient decomposition, we derive an efficient forward-only proxy for this cost and use it to guide answer selection during training. Experiments across 30 teacher models, 6 student base models, and 8 tasks show that SCAS consistently improves student performance, suggesting that effective distillation should prioritize supervision matched to the current student rather than teacher strength alone.

EduChat (https://www.educhat.top/) is a large-scale language model (LLM)-based chatbot system in the education domain. Its goal is to support personalized, fair, and compassionate intelligent education, serving teachers, students, and parents. Guided by theories from psychology and education, it further strengthens educational functions such as open question answering, essay assessment, Socratic teaching, and emotional support based on the existing basic LLMs. Particularly, we learn domain-specific knowledge by pre-training on the educational corpus and stimulate various skills with tool use by fine-tuning on designed system prompts and instructions. Currently, EduChat is available online as an open-source project, with its code, data, and model parameters available on platforms (e.g., GitHub https://github.com/icalk-nlp/EduChat, Hugging Face https://huggingface.co/ecnu-icalk ). We also prepare a demonstration of its capabilities online (https://vimeo.com/851004454). This initiative aims to promote research and applications of LLMs for intelligent education.

Classifier guidance -- using the gradients of an image classifier to steer the generations of a diffusion model -- has the potential to dramatically expand the creative control over image generation and editing. However, currently classifier guidance requires either training new noise-aware models to obtain accurate gradients or using a one-step denoising approximation of the final generation, which leads to misaligned gradients and sub-optimal control. We highlight this approximation's shortcomings and propose a novel guidance method: Direct Optimization of Diffusion Latents (DOODL), which enables plug-and-play guidance by optimizing diffusion latents w.r.t. the gradients of a pre-trained classifier on the true generated pixels, using an invertible diffusion process to achieve memory-efficient backpropagation. Showcasing the potential of more precise guidance, DOODL outperforms one-step classifier guidance on computational and human evaluation metrics across different forms of guidance: using CLIP guidance to improve generations of complex prompts from DrawBench, using fine-grained visual classifiers to expand the vocabulary of Stable Diffusion, enabling image-conditioned generation with a CLIP visual encoder, and improving image aesthetics using an aesthetic scoring network. Code at https://github.com/salesforce/DOODL.

Intelligent tutoring agents powered by large language models (LLMs) have been increasingly explored to deliver personalized guidance in areas such as language learning and science education. However, their capabilities in guiding users to solve complex real-world tasks remain underexplored. To address this limitation, in this work, we focus on coding tutoring, a challenging problem that requires tutors to proactively guide students toward completing predefined coding tasks. We propose a novel agent workflow, Trace-and-Verify (TRAVER), which combines knowledge tracing to estimate a student's knowledge state and turn-by-turn verification to ensure effective guidance toward task completion. We introduce DICT, an automatic evaluation protocol that assesses tutor agents holistically using controlled student simulation and code generation tests. Extensive experiments reveal the challenges of coding tutoring and demonstrate that TRAVER achieves a significantly higher success rate. Although we use code tutoring as an example in this paper, our results and findings can be extended beyond coding, providing valuable insights into advancing tutoring agents for a variety of tasks.

Providing computer science (CS) offerings in the K-12 education system is often limited by the lack of experienced teachers, especially in small or rural underserved school districts. By helping teachers in underserved areas develop CS curriculum and helping them become certified to teach CS courses, more young people in underserved areas are aware of IT-career opportunities, and prepared for CS education at the university level, which ultimately helps tackle the IT workforce deficit in the United States. This paper discusses a successful implementation of a Google CS4HS grant to a rural underserved area, as well as lessons learned through the implementation of the program. Key elements in the implementation included a face-to-face hands-on workshop, followed by a seven week graduate-level online summer course for the teachers to learn and develop curriculum that covers the CS concepts they will be teaching. The teachers were supported with an online community of practice for the year as they implemented the curriculum.

Teachers and students are increasingly relying on online learning resources to supplement the ones provided in school. This increase in the breadth and depth of available resources is a great thing for students, but only provided they are able to find answers to their queries. Question-answering and information retrieval systems have benefited from public datasets to train and evaluate their algorithms, but most of these datasets have been in English text written by and for adults. We introduce a new public French question-answering dataset collected from Alloprof, a Quebec-based primary and high-school help website, containing 29 349 questions and their explanations in a variety of school subjects from 10 368 students, with more than half of the explanations containing links to other questions or some of the 2 596 reference pages on the website. We also present a case study of this dataset in an information retrieval task. This dataset was collected on the Alloprof public forum, with all questions verified for their appropriateness and the explanations verified both for their appropriateness and their relevance to the question. To predict relevant documents, architectures using pre-trained BERT models were fine-tuned and evaluated. This dataset will allow researchers to develop question-answering, information retrieval and other algorithms specifically for the French speaking education context. Furthermore, the range of language proficiency, images, mathematical symbols and spelling mistakes will necessitate algorithms based on a multimodal comprehension. The case study we present as a baseline shows an approach that relies on recent techniques provides an acceptable performance level, but more work is necessary before it can reliably be used and trusted in a production setting.

The unequal distribution of educational opportunities carries the risk of having a long-term negative impact on general social peace, a country's economy and basic democratic structures. In contrast to this observable development is the rapid technological progress in the field of artificial intelligence (AI). Progress makes it possible to solve various problems in the field of education as well. In order to effectively exploit the advantages that arise from the use of AI, prospective teacher training students need appropriate AI skills, which must already be taught during their studies. In a first step, the added value of this technology will be demonstrated using a concrete example. This article is therefore about conducting an exploratory pilot study to test the Individual Educational Chatbot (IEC-V1) prototype, in which the levels can be individually determined in order to generate appropriate answers depending on the requirements. The results show that this is an important function for prospective teachers, and that there is great interest in taking a closer look at this technology in order to be able to better support learners in the future. The data shows that experience has already been gained with chatbots, but that there is still room for improvement. It also shows that IEC-V1 is already working well. The knowledge gained will be used for the further development of the prototype to further improve the usability of the chatbot. Overall, it is shown that useful AI applications can be effectively integrated into learning situations even without proprietary systems and that important data protection requirements can be complied with.

The process of creating training data to teach models is currently driven by humans, who manually analyze model weaknesses and plan how to create data that improves a student model. Recent approaches using LLMs as annotators reduce human effort, but still require humans to interpret feedback from evaluations and control the LLM to produce data the student needs. Automating this labor-intensive process by creating autonomous data generation agents - or teachers - is desirable, but requires environments that can simulate the feedback-driven, iterative, closed loop of data creation. To enable rapid and scalable testing for such agents and their modules, we introduce DataEnvGym, a testbed of teacher environments for data generation agents. DataEnvGym frames data generation as a sequential decision-making task, involving an agent consisting of a data generation policy (which generates a plan for creating training data) and a data generation engine (which transforms the plan into data), inside an environment that provides student feedback. The agent's goal is to improve student performance. Students are iteratively trained and evaluated on generated data, with their feedback (in the form of errors or weak skills) being reported to the agent after each iteration. DataEnvGym includes multiple teacher environment instantiations across 3 levels of structure in the state representation and action space. More structured environments are based on inferred skills and offer more interpretability and curriculum control. We support 3 diverse tasks (math, code, and VQA) and test multiple students and teachers. Example agents in our teaching environments can iteratively improve students across tasks and settings. Moreover, we show that environments teach different skill levels and test variants of key modules, pointing to future work in improving data generation agents, engines, and feedback mechanisms.

Large-scale generative models are capable of producing high-quality images from detailed text descriptions. However, many aspects of an image are difficult or impossible to convey through text. We introduce self-guidance, a method that provides greater control over generated images by guiding the internal representations of diffusion models. We demonstrate that properties such as the shape, location, and appearance of objects can be extracted from these representations and used to steer sampling. Self-guidance works similarly to classifier guidance, but uses signals present in the pretrained model itself, requiring no additional models or training. We show how a simple set of properties can be composed to perform challenging image manipulations, such as modifying the position or size of objects, merging the appearance of objects in one image with the layout of another, composing objects from many images into one, and more. We also show that self-guidance can be used to edit real images. For results and an interactive demo, see our project page at https://dave.ml/selfguidance/

This paper introduces 26 guiding principles designed to streamline the process of querying and prompting large language models. Our goal is to simplify the underlying concepts of formulating questions for various scales of large language models, examining their abilities, and enhancing user comprehension on the behaviors of different scales of large language models when feeding into different prompts. Extensive experiments are conducted on LLaMA-1/2 (7B, 13B and 70B), GPT-3.5/4 to verify the effectiveness of the proposed principles on instructions and prompts design. We hope that this work can provide a better guide for researchers working on the prompting of large language models. Project page is available at https://github.com/VILA-Lab/ATLAS.

Recent deep-thinking large language models often reason extensively to improve performance, but such lengthy reasoning is not always desirable, as it incurs excessive inference costs with disproportionate performance gains. Controlling reasoning length without sacrificing performance is therefore important, but remains challenging, especially under tight thinking budgets. We propose budget guidance, a simple yet effective method for steering the reasoning process of LLMs toward a target budget without requiring any LLM fine-tuning. Our approach introduces a lightweight predictor that models a Gamma distribution over the remaining thinking length during next-token generation. This signal is then used to guide generation in a soft, token-level manner, ensuring that the overall reasoning trace adheres to the specified thinking budget. Budget guidance enables natural control of the thinking length, along with significant token efficiency improvements over baseline methods on challenging math benchmarks. For instance, it achieves up to a 26% accuracy gain on the MATH-500 benchmark under tight budgets compared to baseline methods, while maintaining competitive accuracy with only 63% of the thinking tokens used by the full-thinking model. Budget guidance also generalizes to broader task domains and exhibits emergent capabilities, such as estimating question difficulty. The source code is available at: https://github.com/UMass-Embodied-AGI/BudgetGuidance.

Synthesizing supervised finetuning (SFT) data from language models (LMs) to teach smaller models multilingual tasks has become increasingly common. However, teacher model selection is often ad hoc, typically defaulting to the largest available option, even though such models may have significant capability gaps in non-English languages. This practice can result in poor-quality synthetic data and suboptimal student downstream performance. In this work, we systematically characterize what makes an effective multilingual teacher. We measure intrinsic measures of data quality with extrinsic student model performance in a metric we call Polyglot Score; evaluating 10 LMs across 6 typologically diverse languages, generating over 1.4M SFT examples and training 240 student models. Among the models tested, Gemma 3 27B and Aya Expanse 32B emerge as consistently effective teachers across different student base model families. Further analyses reveal that model scale alone does not significantly predict teacher effectiveness; instead, data qualities such as prompt diversity, length, and response fluency capture over 93.3% of variance in intrinsic data quality and predict student performance. Finally, we provide practical recommendations, including matching the model families of teacher-student pairs and translating from or responding to existing prompts, which can yield improvements for less-resourced languages. We hope that our work advances data-centric research in multilingual synthetic data and LM development.

Large Language Models (LLMs) have shown significant promise as copilots in various tasks. Local deployment of LLMs on edge devices is necessary when handling privacy-sensitive data or latency-sensitive tasks. The computational constraints of such devices make direct deployment of powerful large-scale LLMs impractical, necessitating the Knowledge Distillation from large-scale models to lightweight models. Lots of work has been done to elicit diversity and quality training examples from LLMs, but little attention has been paid to aligning teacher instructional content based on student preferences, akin to "responsive teaching" in pedagogy. Thus, we propose ARTE, dubbed Aligning TeacheR with StudenT PreferencEs, a framework that aligns the teacher model with student preferences to generate tailored training examples for Knowledge Distillation. Specifically, we elicit draft questions and rationales from the teacher model, then collect student preferences on these questions and rationales using students' performance with in-context learning as a proxy, and finally align the teacher model with student preferences. In the end, we repeat the first step with the aligned teacher model to elicit tailored training examples for the student model on the target task. Extensive experiments on academic benchmarks demonstrate the superiority of ARTE over existing instruction-tuning datasets distilled from powerful LLMs. Moreover, we thoroughly investigate the generalization of ARTE, including the generalization of fine-tuned student models in reasoning ability and the generalization of aligned teacher models to generate tailored training data across tasks and students. In summary, our contributions lie in proposing a novel framework for tailored training example generation, demonstrating its efficacy in experiments, and investigating the generalization of both student & aligned teacher models in ARTE.